Indonesian Journal of English Teaching
IJET (Indonesian Journal of English Teaching) is an education journal for English language teachers, lecturers, university professors, and others who work with school-aged or university students, teaching English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes, or English for Academic Purposes. ISSN: 2548-6497 (online) ISSN: 2302-2957 (printed) IJET (Indonesian Journal of English Teaching) is a peer-reviewed academic journal published biannually by Department of English Teacher Education, UIN Sunan Ampel Surabaya. The journal is committed to ensuring that each issue contains a blend of voices, including public and private school educators from the elementary, middle, high school, madrasah, and university perspectives. IJET publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes, and book reviews in the fields of (but not limited to) the English language teaching in Indonesia. It can also cover the teaching of English language elements in all areas and age levels.
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<![CDATA[Facilitating Mentally Retarded Students in Learning English Vocabulary through Rolling Ball Media at SLB BC Sasanti Wiyata Surabaya ]]>
<![CDATA[Nabilah, Alfufatin]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.29-39
<![CDATA[Abstract, each student has different needs and characteristics, and teachers must adapt learning techniques according to the needs and characteristics of students for successful learning. Learning media is one of the methods or tools used in the teaching and learning process. This is done to stimulate learning patterns in order to support the success of the teaching and learning process so that teaching and learning activities can be effective in achieving the desired goals. This also applies when teaching mentally retarded students, teachers can use the media to change information effectively. Rolling ball is one of the media that can be used by teachers in teaching English vocabulary to mentally retarded students. This study aims to describe the use of Rolling Ball Media to facilitate mentally retarded students in learning English vocabulary and to find out what the mentally retarded students’ responses toward the use of Rolling Ball Media in Learning English vocabulary. The subject of this research are the English teacher and mentally retarded students who have experience in teaching English vocabulary using rolling ball media at SLB Sasanti Wiyata Surabaya. The researchers use a descriptive qualitative method. The researchers found that the use of rolling ball learning media has been going well. A rolling ball was used as an evaluation in the vocabulary learning process. By using rolling ball, mentally retarded students can easily remember the vocabulary that has been studied previously because in the rolling ball media there are many game activities that students can do. Learning using 'rolling ball' as a teaching medium can improve the English vocabulary of mentally retarded students. Mentally retarded students can increase the sense of brotherhood between friends and teachers easily and effectively, and also, with this media, mentally retarded students can remember and understand lessons.]]>
<![CDATA[Students’ Perception on Synchronous Learning of Writing Through Zoom Chat Respond ]]>
<![CDATA[Wahyunengsih, Wahyunengsih]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.80-88
<![CDATA[Zoom Cloud is definitely one of the major tools of distance learning during 2019 until now. Writing is a course that need direct feedback of the students work. The objectives of the study are finding the students’ perception of writing course 2 of learning writing through zoom chat respond. Zoom Chat is a feature provided by the application, but mostly has not been used for more valuable learning tools. This present study uses qualitative research that describes the data from the questionnaire and interview. The participants were 25 students of class 4B English Education Department UIN Syarif Hidayatullah Jakarta. The result of the study shows that using Zoom chat respond can stimulate students to get motivated in answering the questions because their writings are directly read by lecturers and other friends.]]>
<![CDATA[Developing Mobile Website-Based Learning Media for Students to Learn Speaking in English ]]>
<![CDATA[Masduqi, Harits]]>;
<![CDATA[Pratama , Chyntia Wahyu]]>;
<![CDATA[MR, Elvira Rosyida]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.70-79
<![CDATA[This study is intended to create simple mobile website-based learning media to facilitate the students to learn speaking skills in English. The study used Borg and Gall’s development model with six steps of modified procedures, including research and information collection, planning, developing, design validation, design revision, and implementation. The researchers carried out a product feasibility test through the product validation and product trials on the field research. The product validation was realised by submitting a questionnaire to the media expert and learning material experts, while the product trials were conducted by distributing the user feedback questionnaire to the students. The results showed that the feasibility testing score by the media expert was 88% and the product validation score by the material experts was 87%, meaning that the mobile website-based learning media was feasible to use. Furthermore, based on the user feedback questionnaire results, the cumulative percentage was 87,50% which supports the product validity. Thus, it can be said that the mobile website-based learning media is feasible and valid to use for learning speaking in English.]]>
<![CDATA[Implementation of Teaching Campus in EFL Classroom: A Case Study of Elementary School in East Java ]]>
<![CDATA[Kirana, Nillah]]>;
<![CDATA[Wulandari, Istiqomah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.97-109
<![CDATA[The aim of this study is to describe (1) the planning of the Teaching Campus in the EFL classroom context, (2) the implementation of the Teaching Campus in the EFL classroom context, and (3) the obstacles encountered in implementing the Teaching Campus in the EFL classroom context. This study is descriptive in nature and employs a qualitative approach. Researchers collected data through observation, interviews, questionnaires, and documentation. The data analysis stage's steps, which include data reduction, data presentation, and conclusion drawing or data verification. According to the study's findings, (1) during the planning stage, teachers and students conduct online learning and students prepare activity plans based on school curriculum, and (2) during the implementation stage, students' enthusiasm for learning is very high, particularly in English subjects. Furthermore, the use of audio media can stimulate the interest of children, and (3) the difficulties encountered are related to preparing material for teaching English because there is no English subject in primary school.]]>
<![CDATA[Cooperative Learning Approach in Teaching and Learning Writing Skills: Practices and Challenges ]]>
<![CDATA[Abheti, Mitiku Teshome]]>;
<![CDATA[Beriso, Italo]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.52-69
<![CDATA[The study was tried to investigate the practices and challenges of cooperative learning approach in teaching and learning writing skills of Grade 11 students, Afar Regional State, Logia Secondary and Preparatory School, in focus. More specifically, the study addressed the following research questions: (1) How is cooperative learning practiced in teaching and learning writing skills? (2) What are the challenges that hinder the effective implementation of cooperative learning in writing skills? The main subjects of the study were Grade 11 students of Logia Secondary and Preparatory School. Moreover, one of a social science classes were randomly selected. The data for this research purpose was collected through students’ questionnaire, teacher’s and students’ interview. Regarding the practices of CL in writing skills, both the teacher and students have positive attitudes i.e. teaching writing cooperatively improves students’ writing performance. Both the teacher and students believed that cooperative learning approach is practiced in their teaching and learning of writing somehow. Based on the data obtained from teacher’s interview and students’ questionnaire, there are many challenges that resist the successful implementation of CL which could be grouped under student-related, teacher-related, classroom-related, time-related and weather condition-related problems. As of students’ questionnaire and interview, the fear of grammar, the writing itself and how to organize ideas together are some of the problems students face in learning writing skills. To keep the implementation more effective and to overcome the challenges, some recommendations were forwarded.]]>
<![CDATA[Exploring The Impact of Metacognitive Strategy on University Student Reading Performance ]]>
<![CDATA[Yudhodibroto, Adityo]]>;
<![CDATA[Lolita, Yuri]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.1-13
<![CDATA[The purpose of this study was to find a relationship between EFL students' metacognitive awareness of reading strategies and reading comprehension. The research design uses quantitative, the sample required is 63 EFL students as participants, using reading comprehension scores and questionnaires to improve Metacognitive Awareness Reading Strategies in students. Metacognitive Awareness of Reading Strategy Inventory (MARSI-R) and Reading Test in the Essential Reading course to determine the level of students' metacognitive awareness. The results of this study indicate that 51 students or 81% can be categorized as high group level, and 10 students or 18% can be categorized as medium group level and for low category get 2 students or 3%.This research shows that the most used strategy by EFL learners is found using PRS (Problem solving strategy) found mean is 3.21; GRS (Global reading strategy) found mean is 3.41; and, SRS (Supports reading strategies) found mean is 3.02. For correlation, the Spearman Rho coefficient results show that there is no relationship between EFL students' metacognitive awareness of reading strategies and reading comprehension.]]>
<![CDATA[Secondary School English Teachers’ Viewpoints towards the Implementation of Kurikulum Merdeka ]]>
<![CDATA[Rakhmawati, Rakhmawati]]>;
<![CDATA[Imaniar, Fahmy]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.89-96
<![CDATA[The curriculum reform encourages all schools in Indonesia to gradually adapt and try to use Kurikulum Merdeka although many of them are still implementing the 2013 curriculum. This study aims at investigating the secondary school English teachers’ viewpoints toward Kurikulum Merdeka. Through a qualitative approach, this study brings up the urgency of the teacher's voice as the ones implementing the curriculum in the practical field. Drawing upon data collected by means of questionnaires and interviews, this study reveals a multi-dimensional structure of teachers’ viewpoints. There are 13 teachers being involved in this study from 13 different secondary schools. They were purposively chosen as they are partner schools of English Language Education Department UIN Sunan Ampel Surabaya having adequate assets for implementing Kurikulum Merdeka-based learning. There are several main themed viewpoints found through this study which deals with the understanding of the curriculum, the implementation and the barriers encountered and the current needs. First, teachers mostly know the terms related to Kurikulum Merdeka but they do not exactly know the meaning. Another viewpoint is that the teachers whose school have tried to implement Kurikulum Merdeka partly, have issues in designing the Teaching Module and formulating the elements within the Teaching Module. Some of them have actualized the Teaching Module into real practice and issues dealing with it emerged as they implement it. The study leads to the urgency of training on designing and implementing Kurikulum Merdeka for the teachers, especially those from private schools.]]>
<![CDATA[Novice Researcher Experiences in Publishing Article A Study at English Education Department UINSA ]]>
<![CDATA[Rahmasari, Annisa]]>;
<![CDATA[Salik, Mohamad]]>;
<![CDATA[Soraya, Irma]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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<![CDATA[Students on the undergraduate level known as novice researchers are expected to have experiences in research and publication during their study. As novice researchers, English education students are also expected to participate in research projects and write research articles for publication. This study aimed to explore novice researchers' experiences in research and publication related to the motivation and challenges among English education department students of UINSA. This study is a qualitative study that used questionnaire and interview guidelines as the research instrument to gather data from 17 students of English education department who has submit their article to journal. The findings of this study are; (1) Students are motivated to work on research and publication to completing assessed coursework during their study, gaining new knowledge and fulfilling their personal satisfaction. (2) The challenges students faced during the research and publication are finding the references that related to their study, collecting the data, presenting the result into a research article. Additionally, during the publication waiting process becomes a challenge that most of the students face. From the findings it can be conclude that most of the English education department students UINSA motivated to participate in research and publication to complete a specific course during their study. However, only few of the students who submit their article for publication because they faced varied challenges in the process of publication such as the waiting and revision process.]]>
<![CDATA[How Do the Indonesian Pre-Service Teachers Perceive CEFR? ]]>
<![CDATA[Cakrawati, Titis Dewi]]>;
<![CDATA[Agung, Antonius Setyawan Sugeng Nur]]>;
<![CDATA[Nugroho, Arif]]>;
<![CDATA[Ramadhan, Rizki]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.14-28
<![CDATA[The Common European Framework of Reference (CEFR) provides a basis for developing language education curriculum, conducting language learning and teaching, and administering language assessment. In the Indonesian context, the recently launched Kurikulum Merdeka refers to the CEFR in targeting the English Proficiency levels that should be achieved in English Subject across different schooling levels. Hence, teachers’ understanding and perceptions of the framework become important. This study aimed to examine the pre-service EFL teachers’ perception of the CEFR. A survey using a 5-point Likert Scale questionnaire and semi structured interviews were conducted to collect both quantitative and qualitative data from 49 pre-service EFL teachers who were selected through a random sampling technique. The results showed that the participants had positive perceptions of the CEFR but they had limited to a moderate understanding level of the CEFR. They only received limited CEFR exposure from a course in their teacher training program. They also mostly associated the CEFR with standardized testing and language certification without understanding the underlying principles of the framework. More comprehensive CEFR training for teacher candidates should be considered before Kurikulum Merdeka is compulsorily implemented. Also, the research can play a crucial role in shaping language education by influencing curriculum development, teacher training, policy decisions, quality assurance measures, student outcomes, and ongoing professional development within the field.]]>
<![CDATA[The Influence of OCEAN as Educational Media to Improve Students' Vocabulary ]]>
<![CDATA[Prastiwi, Afita Dewi]]>;
<![CDATA[Saktiono, Maxima Ari]]>;
<![CDATA[Wijaya, Yudha Hadi]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2024.13.1.110-116
<![CDATA[Media as an important part of English teaching has been developed massively. The role of media in teaching English cannot be separated from students and teachers. This study aims to measure the effect of media that has been developed by the writer in order to know the effectiveness of the media itself in improving students’ vocabulary. OCEAN is a media development that provide some features to improve students’ English skill. This study implemented and tested OCEAN to measure the effectiveness of the media. This study used experimental quantitative research and T-test to gain and analyze the data. The result said that the average value of English vocabulary from pre-test is 65.81 ± 5.19, which is lower than the average value of English vocabulary in the post-test, which is 82.12 ± 5.86. To find out whether there is a significant increase in the average variable value of English vocabulary from the pre to post, the Wilcoxon test was carried out. From the Wilcoxon test, it was found that the calculated Z value was smaller than the -Z table (-4,594 < -1,960), and the p-value was smaller than α (0,000 < 0,050), so the decision was taken that H0 was rejected, which means that there is a significant difference in the average between pre and post-test. The conclusion of this study showed that the media is effective in teaching English vocabulary.]]>
