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.
Articles
10 Documents
Search results for
, issue
"Vol. 14 No. 1 (2025): July"
:
10 Documents
clear
<![CDATA[Teachers’ Difficulties in Teaching Listening Comprehension of Junior High School ]]>
<![CDATA[Garnis, Dewi]]>;
<![CDATA[Erlina, Dian]]>;
<![CDATA[Husnaini]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.112-120
<![CDATA[Listening comprehension is the most crucial part of communicating with each other. Meanwhile, in teaching listening comprehension, it is challenging for teachers because the teaching of listening comprehension has long been somewhat neglected and is often poorly taught in many EFL programs. There must be difficulties that teachers face because listening is frequently overlooked and poorly trained in the English language. In teaching listening, the teacher faced several problems, including the message, the speaker, the listener, and transcribing the words. The students cannot get the information from the listening skill. This research aimed to identify the difficulties teachers encounter in teaching listening comprehension. The study employed a qualitative research method with a case study approach. The participants in this study were English teachers at MTs Negeri 1 Jakabaring Palembang, selected through a purposeful sampling technique. The data were collected through open-ended interviews. The data were analysed using thematic analysis. The findings of this study revealed that there were six difficulties faced by teachers in teaching listening comprehension, namely: (a) students' anxiety; (b) discomfort in listening; (c) students' attitudes; (d) difficulty in controlling a large class; (e) limited teaching time in class; (f) lack of learning facilities for listening.]]>
<![CDATA[EFL Students’ Perception Toward the Use of TED Talks in Speaking Skills ]]>
<![CDATA[Rachma, Prihatini Nur]]>;
<![CDATA[Rizal, Daviq]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.99-111
<![CDATA[Learning to speak is essential, particularly for university students. The use of TED Talks as a teaching tool is suggested as a solution to improve English language skills, particularly speaking, by providing teachers and students with a platform to utilise videos as a valuable teaching resource in the classroom. The data for this study were gathered by a quantitative survey approach. Thus, the purpose of this study is to investigate how students perceive the use of TED Talks to enhance their speaking abilities. The instrument used in this research to collect the data was a questionnaire. The participants were 75 undergraduate English Education students who had watched TED Talks to boost speaking skills. The results show that students' feelings about utilising TED Talks to learn speaking skills have an impact on the way they speak, vocabulary growth, pronunciation, and accent, giving them a boost in confidence, affecting their presentation style, and motivating them to improve their speaking skills. Through this research, it is suggested that TED Talks can be integrated into the learning curriculum to enhance students' speaking skills.]]>
<![CDATA[Learner’s Perspective in Enhancing Vocabulary Acquisition Through TikTok: An Analysis of the @kampunginggrislccom Account ]]>
<![CDATA[Salsabila, Audiva Syifa]]>;
<![CDATA[Rizal, Daviq]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.87-98
<![CDATA[This study investigates the effectiveness of TikTok, specifically the @kampunginggrislccom account, in enhancing vocabulary acquisition for English as a Foreign Language (EFL) learners. Vocabulary mastery is essential for language development, and in the digital age, TikTok emerges as a promising platform for language learning. The research emphasises the importance of vocabulary in language acquisition, utilising a quantitative approach to understand learners’ perspectives. Results indicate that the @kampunginggrislccom account is highly effective, particularly for participants aged 18-34. The findings highlight TikTok's potential to replace traditional teaching methods, although challenges such as limited time for learning are identified. This research provides valuable insights into language education in the digital age, encouraging exploration of innovative approaches through social media platforms, particularly TikTok.]]>
<![CDATA[Students' Perception: The Use of Story-Mapping Strategy in Teaching Narrative Text at SMA Negeri 1 Kedungreja ]]>
<![CDATA[Utami, Sri]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.73-86
<![CDATA[Teaching strategies play a crucial role for English teachers and students in achieving the expected learning objectives, especially when teaching narrative texts at Senior High School. Story-mapping strategy is a practical approach to apply in teaching narrative texts because it has numerous influences on improving students' learning. Many previous studies have discussed the effectiveness of the story-mapping strategy. However, it is not explained in depth how the teacher uses the story-mapping strategy in teaching narrative texts, nor are students' perceptions of the use of the story-mapping strategy in teaching narrative texts discussed. This research aims to describe teachers' approaches to using the story-mapping strategy and to investigate students' perceptions of that strategy. To answer that, the researchers conducted interviews, observations, and distributed questionnaires. The method is a qualitative descriptive method. Results show that there are five steps used by the teacher when employing the story-mapping strategy in teaching narrative texts—step 1. The teacher teaches the material using charts—step 2. The teacher introduces the concept of the story-mapping strategy—step 3. The teacher introduces the parts of the story-mapping graphics—step 4. The teacher asks students to reread the narrative story (step 5). The teacher asks students to complete the story-mapping graphics. Regarding the students' perceptions of the use of the story-mapping strategy in teaching narrative texts at SMA Negeri 1 Kedungreja, the students perceive several advantages in using this strategy, categorised into three aspects: students' feelings, teacher performance, and the effect of the story-mapping strategy. Related to aspects of students' feelings, the story-mapping strategy makes the students happy, comfortable, and motivated to learn. Concerning the teacher’s performance, students can learn in a fun and relaxed atmosphere. Lastly, regarding the effect of using the story-mapping strategy, students can improve their ability to understand the material and solve their learning problems.]]>
<![CDATA[English Teacher’s Motivation to Achieve Professional Teacher ]]>
<![CDATA[Husna, Noviyanti Nurul]]>;
<![CDATA[Arrasyid, Farouk Imam]]>;
<![CDATA[Nashruddin, Wakhid]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.63-71
<![CDATA[Teacher professionalism is a value, purpose, and quality of expertise related to the work of a teacher. Professional teachers possess the talent, interest, motivation, competence, and responsibility to perform their job effectively. The purpose of this research is to investigate the impact of teachers' motivation on their professionalism. The research method employed is qualitative research, utilizing a case study approach. The instruments used were observation, interview, and a documentation study. The informants in this study were three English teachers at SMKN 1 Cirebon. The research results showed that becoming a professional English teacher requires several efforts. First, teachers must possess talent, interest, and motivation. Second, teachers must also have an educational background that aligns with their field. Third, teachers must have the competencies required by their field of work. Lastly, teachers must take responsibility for carrying out their duties as teachers.]]>
<![CDATA[Idiomatic Expression in Poetry as Authentic Materials for Teaching English at Senior High Schools ]]>
<![CDATA[Ramadhani, Amalia Rizki]]>;
<![CDATA[Safriani, Afida]]>;
<![CDATA[Asmiyah, Siti]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.52-62
<![CDATA[Idioms are a component of a word group or a sentence that incorporates two or more words with a meaning that contrasts with their literal meaning. Additionally, idioms are an excellent way to enhance sentences. This study examines types of idiomatic expressions in Emily Dickinson's Selected Poems and their relevance to K-13 basic competence for High School eleventh grade. This study employed qualitative research to examine types of idiomatic expressions in Emily Dickinson’s “Emily Dickinson Selected Poems” using checklist tables as an instrument. The findings revealed that there are 45 Dickinson poems, focusing on life, love, nature, special abilities, and friendship, and identified five poems containing idiomatic expressions. These expressions can be authentic materials for English Language Teaching in Indonesian high schools. This study concludes that Dickinson’s book is authentic material for teaching English in senior high schools. The researcher suggests using the findings for teaching English in senior high schools, improving students’ understanding of idiomatic expressions, and analyzing idiomatic expressions in other authentic materials.]]>
<![CDATA[Enhancing Students' Listening Skills: The Impact of the Innovative Ocean Application ]]>
<![CDATA[Prastiwi, Afita Dewi]]>;
<![CDATA[Saktiono, Maxima ari]]>;
<![CDATA[Wahyudi, Moh. Rifqi Bagus]]>;
<![CDATA[Saputra, Handika Diki]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.15-27
<![CDATA[This study investigates the effectiveness of the Ocean application in enhancing listening skills among maritime students, a crucial competency in the maritime industry where clear and accurate communication can significantly impact safety and efficiency. The primary purpose of this research is to evaluate how the integration of auditory and visual stimuli within the Ocean application can improve students' ability to comprehend and retain maritime communication protocols. A mixed-method approach was employed in this study to provide a comprehensive analysis of the application's impact. The quantitative aspect involved pre- and post-assessment tests administered to a sample group of maritime students, measuring their listening skills before and after using the Ocean application. The qualitative aspect included interviews and surveys to gather user feedback on their experiences with the application, focusing on its usability, engagement, and perceived learning outcomes. The results of the study demonstrated a marked improvement in the listening skills of students who utilized the Ocean application. Quantitative data showed a statistically significant increase in test scores, indicating enhanced comprehension and retention of the material. Additionally, qualitative feedback from students highlighted the application's interactive features, such as synchronized audio-visual content, as particularly beneficial for maintaining engagement and reinforcing learning. Students reported that the application made complex maritime communication scenarios easier to understand and practice. These findings suggest that the Ocean application is an effective tool for enhancing listening skills in a maritime education context. The study concludes by recommending the broader adoption of such technology-driven learning tools in maritime training programs, emphasizing their potential to improve essential communication skills and overall safety in the industry.]]>
<![CDATA[Promoting the Use of Critical Discourse Analysis (CDA) to Evaluate ESP Textbooks ]]>
<![CDATA[Seswanto]]>;
<![CDATA[Munir, Ahmad]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.37-51
<![CDATA[Since English has become a professional and communication language in various domains in Indonesia, it is necessary to take into consideration a variety of English used in specific domains, which is called English for Specific Purposes (ESP). To accommodate the instructional material, ELT textbooks have a vital role due to their authority to strengthen teachers’ identity. By employing critical discourse analysis (CDA), teachers can critically evaluate ESP textbooks to ensure they are not just linguistically correct but also culturally sensitive, professionally relevant, and ideologically sound, thereby improving the overall efficacy of ESP instruction. Thus, it is believed that ESP textbook evaluation using CDA is an important thing to do. This article aims at promoting CDA to evaluate textbooks especially ESP. This approach fosters continuous improvement in teaching practices and curriculum development, ultimately enhancing the educational experience for learners in specialized fields. This paper provides the readers with detail explanations about the importance of textbook evaluation, the basic concepts of CDA, the roles of CDA in evaluating ESP textbooks and steps in evaluating ESP textbooks using CDA. In this paper, suggestions and recommendations are also offered to the ESP teachers, students, stakeholders, policymakers, and curriculum developers to use CDA to evaluate ESP textbooks.]]>
<![CDATA[Bridging Languages: Impact of Translanguaging on Indonesian ELT Through Teachers’ and Students’ Perspectives ]]>
<![CDATA[Aldianto]]>;
<![CDATA[Kausch II, Christoper J.]]>;
<![CDATA[Safriani, Afida]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15642/ijet2.2025.14.1.28-36
<![CDATA[The growing prominence of translanguaging has significantly influenced English Language Teaching (ELT) in classrooms over the past few decades. As a pedagogical tool, translanguaging can support teachers in facilitating ELT. However, its application in an English as a Foreign Language (EFL) context is often met with skepticism. This research seeks to explore teachers’ and students’ perspectives on the use of translanguaging as a pedagogical tool to enhance ELT in Indonesia. Employing a case study approach, the study gathered in-depth insights through Focus Group Discussions (FGDs) and interviews with ten students and six teachers from SMPN 1 Buduran and MTsN 2 Sidoarjo. The findings highlight that teachers view translanguaging as a valuable tool for scaffolding concept explanations, boosting student engagement and communication, managing classrooms, supporting learners with lower English proficiency, and creating a more comfortable and supportive learning environment. Similarly, students perceive translanguaging as a helpful strategy to improve their understanding of lesson content, facilitate peer communication, and build confidence in expressing their ideas. The study contributes to the growing body of research on translanguaging by offering empirical evidence from the Indonesian EFL context, underscoring its potential to bridge linguistic gaps and promote more inclusive, effective English language instruction.]]>
<![CDATA[The Effectiveness of Elsa Speaking Application for Enhancing Pronunciation in English Language Learners ]]>
<![CDATA[Fauzi, Muhammad]]>;
<![CDATA[Purnomo, Ryan]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 14 No. 1 (2025): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The integration of technology has become a crucial component in language learning. It enables educators to conduct more engaging and efficient language instruction. Consequently, this study examines the effectiveness of the ELSA (English Language Speech Assistant) Speaking application in enhancing English pronunciation among junior high school students. The data were collected by using tests including pretest and posttest, and then they were analyzed quantitatively, this study using group pretest posttest design. Based on the result of tests, it was found that the value of significance is -4.159 less than the significance level that has been set (α = 0.05). in level of sigificant 005. It indicates that Ho was refused and Ha was accepted which means Elsa application is effective in improving students’ pronunciation. It is evident that ELSA Speak made it easier and more through for the students to pronounce a variety of words. Additionally, the app's capabilities, such as its real-time feedback feature, helped the students pronounce words correctly. Indeed, ELSA Speak can effectively and efficiently help students with their pronunciation. In fact, it can encourage studetns to practice pronouncing words correctly. Therefore, to enrich the literature on teaching English, the researcher recommend that English teachers utilize various applications to enhance students’ proficiency in English.]]>
