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
21 Documents
Search results for
, issue
"Vol. 8 No. 2 (2019): December"
:
21 Documents
clear
<![CDATA[The Effect of Using Sequenced Pictures on Students’ Ability to Write Narrative ]]>
<![CDATA[Evha Nazalatus Sa'adiyah Sy]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (472.99 KB)
|
DOI: 10.15642/ijet2.2019.8.2.8-14
<![CDATA[This study was conducted in order to answer one research question, “Is there any effect of using sequenced picture on the students writing narrative ability at the tenth grade of SMK Bustanudin Pamekasan? This research used quantitative experimental research. The object of this was 25 students at SMK Bustanudin Pamekasan. Before collecting the data, the researcher observed the students to know their levels of English achievement, especially in writing narrative. The ways to collect data that are doing pre-test and doing post-test. Pre-test was given to the object of this study, before they were given treatment. Post-test was given after the researcher conducted the treatments to thestudents. The pre-test was not provided with sequenced pictures. The pre-test required the students write narrative paragraph. The students were supposed to write their favorite story. In the post-test, the student was also asked to write a narrative paragraph based on the sequenced pictures given. The treatment was given after pre-test by the teacher. The teacher taught narrative text by using picture of sequence to see the difference of students’ ability in writing narrative paragraph. The sequenced pictures were used as a media in teaching learning process for the length of pre-test and post-test. The result of data analysis turned out to prove that there was a significant different between the mean score of the pre-test (60) and the post-test (73). In fact, the mean score of the post-test was significantly higher than that of the pre-test. The result of t-test (10.670) was higher than t-table (2.064) for .05 percent level and (2.797) for .01 percent level). it can be concluded that sequenced pictures help students achieve better performance in writing narrative.]]>
<![CDATA[The Implementation of Kit Built Concept Mapping to Help Non-English Department Students Improve their Reading Skills ]]>
<![CDATA[Atiqah Nurul Asri]]>;
<![CDATA[Banni Satria Andoko]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (595.148 KB)
|
DOI: 10.15642/ijet2.2019.8.2.15-25
<![CDATA[Reading skill is important especially for non-English departments students like those of Information Technology Department at State Polytechnic of Malang. However, based on the observation and the results of the tests, the students showed low performance and motivation in reading English written texts even though the texts were on IT related subjects. Therefore, the students were introduced to Kit-Built Concept Mapping to help them overcome the problems. This study is Classroom Action Research (CAR) to analyze the implementation of the method to help the students improve their reading skills as well as motivation to read. There were some procedures they had to follow and some tests to do in this study. This study was said to be successful and stopped when the students’ scores met the criteria of success previously determined, namely more than 50% of them had the average score more than 66 or B in accordance with the State Polytechnic of Malang Academic Handbook. After the first and second cycles, the average scores obtained showed an improvement both in the first and second cycles. Hence, after the two average scores were analyzed by the paired t-test it was found that there was no significant difference between them. Accordingly, it can be said that this method was not fully successful in improving the students' reading skills even though from the questionnaire and interview showed the students’ interests and motivation to read English written texts more than before.]]>
<![CDATA[Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading ]]>
<![CDATA[Niko Albert Setiawan]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (496.12 KB)
|
DOI: 10.15642/ijet2.2019.8.2.26-37
<![CDATA[Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.]]>
<![CDATA[Textbook Readibility Assessment of K13 English Textbook For Twelfth Grade ]]>
<![CDATA[Susilo Adi Perwira]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (435.042 KB)
|
DOI: 10.15642/ijet2.2019.8.2.38-47
<![CDATA[English textbook for twelfth grade of SMA which is published by Ministry of Education and Culture is a compulsory textbook which is based on national curriculum 2013 to support education in Indonesia. This study aims to investigate the readability level of the English textbook. It uses descriptive quantitative method to examine the readability of this book. The data are in the form of texts derives from transactional and interpersonal text, short functional text, reading text, instructional text inside the book. There are 180 data taken from those four texts. They are analyzed by using Miyazaki EFL readability formulae as a tool to measure the readability level whether it is suitable or not for twelfth grade students. According to Miyazaki EFL readability test, the easiest text from the book is in 5th grade and the hardest one is in post-school/university grade. But the most frequent grade appear in this book is in 8th and 9th grade which is 77 data (texts). The average of this book score is 63.2 which means it is suitable for 8th and 9th grade. This book is too easy for twelfth grade according to Miyazaki EFL readability test.]]>
<![CDATA[The Development of Educational Youtube Videos-Based Instructional Material for Speaking for Beginner Course ]]>
<![CDATA[Syifa' Khuriyatuz Zahro]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (465.12 KB)
|
DOI: 10.15642/ijet2.2019.8.2.48-57
<![CDATA[An analysis of the students’ needs demonstrated that there is no primary instructional material of speaking for beginner utilized in the classroom. In addition, both lecturers and students preferred the utilization of an authentic audio-visual material like YouTube videos rather than a traditional material taken from textbook to accelerate their speaking proficiency. The current study sought to develop educational YouTube videos-based instructional material of speaking for beginner course through Borg & Gall model that cover three main stages out of ten stages; preliminary research, model development, and model validation. Fifty-nine students who attended speaking for beginner course of three universities in Lamongan; Darul Ulum Islamic University, Billfath University, and the Islamic University of Lamongan participated in the try-out stage. Three kinds of Instruments are questionnaire and interview guidance that were adapted from Djahida, while validation checklist was adopted from Beaudin and Balasubramanian, Shetty & Sathyanarayana. The instrucional material developed in this study is so-titled ‘Speaking for Beginner: A way to speak like natives’. The acceptability revealed in the students’ evaluation at the try-out demonstrates that, the material was generally good and acceptable for the students and the lecturers. Such results bring about the conclusion that ‘Speaking for Beginner: A way to speak like natives’ is suitable and applicable to the speaking for beginner classroom.]]>
<![CDATA[Five-Option vs Four-Option Multiple-Choice Questions ]]>
<![CDATA[Bartholomeus Budiyono]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (171.767 KB)
|
DOI: 10.15642/ijet2.2019.8.2.1-7
<![CDATA[Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two intact classes of 34 participants. The results show that there was significant difference in participants’ scores (p 0.030< 0.05), significant difference in the number of NFDs (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05). Classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test. Key words: five-option, four-option, non-functioning distractor]]>
<![CDATA[English Self-Assessment Based on Pluralism in Preventing Radicalism ]]>
<![CDATA[Santi Andriyani]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (429.279 KB)
|
DOI: 10.15642/ijet2.2019.8.2.58-62
<![CDATA[The practice of radicalism in Indonesia has increased among all age groups included adolescents. The study found that adolescents or the young generation are mostly affected by radicalism and extremism. The aim of this study is to find out the implementation of English Self-Assessment Based on Pluralism in Preventing Youth Radicalism. This study uses a descriptive analysis method. The instrument of this study is students’ self-assessment worksheet focused on pluralism materials. Based on the analysis conducted, it can be concluded that by implementing English Self-Assessment rubric, the religious understanding of the students is good criteria.]]>
<![CDATA[Students’ Voice: A Need Analysis on Teaching and Learning English at Islamic University ]]>
<![CDATA[Alfian Alfian]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (412.86 KB)
|
DOI: 10.15642/ijet2.2019.8.2.63-72
<![CDATA[This paper provides a detailed description of the need analysis for designing English teaching and learning activities for non-English major learners. This case study research highlights the need analysis based on the interview and survey data. It was found that speaking and developing vocabulary are the most important language skills and component to be improved. The result also indicated that various activities should be implemented in the classroom, such as a game, pair works, and group discussion and presentation. Furthermore, improving 4 language skills and vocabulary were the target in learning English. This study is crucially important for the process of teaching and learning English and for designing curriculum and course delivery of English for non-majoring students.]]>
<![CDATA[A Learning Strategy Use and Speaking Skills in the Indonesian Context ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (248.414 KB)
|
DOI: 10.15642/ijet2.2019.8.2.79-83
<![CDATA[Abstract—This study investigates language learning strategies used by Indonesian tertiary students in learning to speak English. The study addresses what learning strategies the students use; what strategy group and individual strategy they favour; and whether speaking skills significantly affect strategy use. This paper reports the quantitative results of a larger mixed-methods study drawing on questionnaire (n = 65) and students’ speaking grades (n = 65) obtained from students at Gajayana University of Malang in Indonesia. The study demonstrates that the students used a wide range of strategies that spread over six strategy groups of Oxford’s taxonomy (1990). Advanced and elementary students favoured compensation strategies, and intermediate students, metacognitive strategies. As regards individual strategy, advanced students favoured ‘using a circumlocution or synonym’; intermediate students, ‘paying attention’; and elementary students, ‘using resources for receiving and sending messages’. The study also shows that speaking skills significantly affected the use of affective strategies only. The paper concludes by discussing implications for theory and practice.]]>
<![CDATA[An Evaluation of Survival English Textbook Used in Teaching Speaking for First Semester Students in English Education Study Program ]]>
<![CDATA[Felicia Lekatompessy]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (368.397 KB)
|
DOI: 10.15642/ijet2.2019.8.2.73-78
<![CDATA[Textbooks are one of the important components in language program. It plays significant roles to provide the basis for content of the lesson, the balance of skills taught and the kinds of language practice that students involve in (Richards, 2001). Due to this circumstance, the use of qualified and relevant textbook is highly required to facilitate learning and bring actual learning experience to students. In addition to the selection, the evaluation of the textbooks in EFL context are also at the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. This study was aimed to evaluate the suitability of the Survival English textbook based on the Content and Contexts criteria of a good English textbook, which proposed by Mukundan (2011), Mukundan et al (2012) and Miekley (2015). The list of statements in a form of questionnaire were addressed to identify 50 students’ assessment of six topics being discussed in the textbook, which was supported by the qualitative data from the interview session. The results of the study were found substantial as the input to develop further Survival English textbook]]>
