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Syaiful Islam
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Fakultas Sosial dan Humaniora Universitas Nurul Jadid Karanganyar, Paiton, Probolinggo, Jawa Timur, Indonesia 67291
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International Journal of English Education and Linguistics (IJoEEL)
Published by Universitas Nurul Jadid
ISSN : 26562030     EISSN : 26856638     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The aim of this Journal is to promote a principle approach to research on language and related concerns by encouraging inquiry into the relationship between theoretical and practical studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 25 Documents
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Search results for , issue "Vol 7, No 2 (2025)" : 25 Documents clear
The Effectiveness of Scaffolding and Storytelling to Improve Reading Comprehension in Descriptive Text Adi, Mohammad Sofyan
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13320

Abstract

This study aims to examine the effectiveness of the scaffolding and storytelling methods in improving the reading comprehension of descriptive texts among tenth-grade students at SMK Fauzul Hasan. The research was motivated by students' difficulties in understanding the structure and content of descriptive texts. A quantitative approach was used with a pre-experimental one-group pretest-posttest design. Thirty students participated, taking reading comprehension tests before and after the intervention, along with classroom observations. The results showed a significant increase in the average score from 60 to 82, with a large effect size (d = 2.59) and statistical significance (p = 0.0001). Subskill analysis revealed the highest improvement in identifying main ideas (+36%). These findings indicate that the combination of scaffolding and storytelling effectively enhances students' reading comprehension, particularly for low-achieving learners. It is recommended that this method be integrated into the vocational school English curriculum and utilized in teacher training programs to optimize instructional outcomes.
Enhancing Students’ Reading Comprehension: The Integration of Reciprocal Teaching and Communicative Language Teaching Krismayani, Ni Wayan
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12375

Abstract

Reading comprehension is an important skill when studying English, yet many EFL students have difficulty reaching the required proficiency levels. While both Communicative Language Teaching (CLT) and Reciprocal Teaching (RT) are successful when used separately, little research has been done on how they might be used together to improve reading comprehension, especially in EFL university settings. This study explores integrating reciprocal and communicative language teaching strategies on students' reading comprehension. This research utilized classroom action research with pre-tests and post-tests to gather quantitative data and questionnaires to assess students' responses. The findings consistently indicate that integrating Reciprocal Teaching (RT) and Communicative Language Teaching (CLT) significantly enhances students' reading comprehension. The students show positive experiences through tests and questionnaires, including improved text comprehension, increased self-confidence, and a more engaging learning environment. Based on these outcomes, it is recommended that lecturers integrate reciprocal teaching and communicative language teaching to improve reading comprehension skills. The findings show that integrating RT and CLT significantly improves English reading comprehension and usage of these strategies in EFL students. Reading is a crucial English language skill, yet students' comprehension achievement is often below expectations. Keywords: Communicative language teaching, integrating, reading, reciprocal teaching
The Effectiveness of Talking Chips Technique to Improve Student English Speaking Skill at MTs Al-Muttaqin Rengging Ashriyah, Sa'adatus Septi; Putri, Aprilia Riyana
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13141

Abstract

This study aimed to examine the effectiveness of the Talking Chips technique in improving the English-speaking skills of eighth-grade students at MTs Al-Muttaqin Rengging, Jepara. A quantitative approach with a quasi-experimental design, specifically the non-equivalent control group design, was employed in this research. The participants consisted of two classes: class VIII A as the experimental group and class VIII B as the control group. The data were collected using oral speaking tests (pre-test and post-test) assessing five aspects of speaking: fluency, vocabulary, grammar, pronunciation, and comprehensibility. The findings revealed a significant improvement in the speaking performance of students taught using the Talking Chips technique compared to those taught using conventional methods. The results indicate that the Talking Chips technique effectively enhances students’ speaking abilities, particularly by promoting active participation and boosting their confidence in communicating in English. Therefore, this technique can be considered a useful cooperative learning strategy for developing communicative competence in English as a Foreign Language (EFL) classrooms.
Constructing the Teacher Self: The Role of Initial Teacher Education in Shaping Pre Service English Teacher Professional Identity Islam, Syaiful; Fabela, Ifa Aprilia; Qomariyah, Khoirotul; Faizah, Umi Nur; Karomah, Wardatul
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13824

Abstract

This study explores how initial teacher education (ITE) influence professional identity construction of pre service English teachers in rural Islamic-based schools in Indonesian context. Employing multiple case study design with six pre service teachers, the research utilized semi-structured interview. Findings reveal that initial motivation for teaching are varied, inspired by past educators, yet frequently accompanied by an underestimation of teaching complexity. Academic training provides foundational knowledge, but the practicum serves as a critical “reality shock,” profoundly reshaping perceptions and shifting focus from content delivery to a holistic understanding of teaching. The unique rural and religious context actively compels pedagogical adaptation, influence role perception and facilitate the integration of personal values. Support system, mentorship and peer networks are crucial for confidence development. The understanding of “being teacher” evolves from a task-oriented role to  a multi-faceted agent committed to students’ holistic development. These insights underscore the need for ITE programs to enhance practicum design, strengthen mentorship and foster resilience and adaptability to support comprehensive professional identity development of future teachers.
Students' perceptions on the Use of Paralanguage in EFL Classrooms Kok, Alfian Sandy William; Misa, Mikhael; Bouk, Edmundus; Seran, Yanuarius
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12655

Abstract

This study examined students’ perceptions of English language teachers’ use of paralanguage in schools on the border between Indonesia and Timor Leste, specifically examining its impact on students’ engagement and comprehension in an English as a Foreign Language (EFL) environment. Paralanguage—encompassing vocal qualities such as pitch, pitch, volume, and rate of speech—plays a critical yet often overlooked role in effective communication, especially in a language learning environment where non-verbal cues can significantly impact students’ comprehension. Through qualitative methods, including observation and semi-structured interviews with students at SMA Fides Quarens Intellectum and SMA Negeri 2 Kefamenanu, this study investigated how students interpreted their teachers’ paralinguistic cues and how these cues influenced their learning experiences. The findings revealed that students perceived paralanguage as a valuable tool for enhancing clarity and emotional connection in the classroom, aiding their comprehension and encouraging active participation. Elements such as pitch modulation and vocal emphasis were shown to help students understand important information and stay engaged, while balanced vocal qualities created a supportive and engaging classroom atmosphere. Furthermore, this study highlights the role of paralanguage in reducing student anxiety and increasing self-confidence, which is particularly relevant in cross-cultural educational settings where language barriers and cultural differences can hinder effective communication. These insights underscore the importance of incorporating paralanguage awareness into teacher training programs, suggesting that the intentional use of vocal cues can enhance instructional effectiveness and support student language acquisition.

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