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[An Analysis Of Students' Speaking Difficulties at Eighth Grade Smpit At-Taqwa Surabaya ]]>
<![CDATA[Hidayat, Nur]]>;
<![CDATA[Clarita, Zhela Meylinda]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.108-117
<![CDATA[The purpose of this study was to investigate the difficulties of students in speaking English. The researcher used a qualitative descriptive method in this study. The subjects of this study were eighth-grade students A and D SMPIT At-Taqwa 2018/2019 academic year consisting of 40 students and English teachers. Data collections of this study were observation, student questionnaires, and student and teacher interviews. The results of this study indicate that 25% of students have difficulty speaking English. The efforts made by students and teachers to overcome difficulties in speaking English such as: taking English tutoring, listening English songs, practicing reading, writing and speaking at home and school. They also communicate through social media with foreign citizens, joining English Camp, watching western movies or change film subtitles with English. Then the solution given by the teacher is an additional lesson hour to support students who felt difficult in speaking English.]]>
<![CDATA[The Influence Of Graphic Organizers, Language Aptitude And Attitude Towardsstudents'english Learning Achievement ]]>
<![CDATA[Souisa, Threesje Roza]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.33-43
<![CDATA[As one of the tools that can be applied in teaching and learning process, a graphic organizer is the most effective strategy that recommended by researchers not only in improving students’ English necessary skills but also in reducing students’ negative attitude on learning English. This study was conducted to find out the positive and significant influence of graphic organizer as the delivery strategy towards the students’ reading ability as well as to figure out the positive and meaningful interaction between graphic organizers, language aptitude and students’ attitude towards students’ English learning achievement. Quasi-experiment with a nonequivalent control group design was applied by involving 160 students as the subject of the study. The results showed that there was a positive and significant effect among Graphic Organizers and language aptitude as the main effect, and there were significant interaction effects among them in improving students’ reading ability.]]>
<![CDATA[The Implementation Of Flipped Classroom In Promoting Students' Learning Autonomy In A Call Class ]]>
<![CDATA[Christ Doherti, Eunike Natalia]]>;
<![CDATA[Wulandari, Mega]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.19-32
<![CDATA[This research aims at investigatingthe implementation of flipped classroom in CALLclass and how it can improve students’ learning autonomy. This research is a case study. The data gathering techniques used in this study were interviews, observations, and questionnaire and it employed descriptive analysis technique. The result showed that the flipped classroom in CALL class was divided into two main category, namely inside and outside class activities. The study also revealed that flipped classroom promoted students’ learning autonomy in six aspects, namely helping the students determine their learning objectives, define the content and progression, select the methods and techniques to be used, monitor the procedure of their learning strategy, evaluate what they had acquired, and prepare themselves to become teachers.]]>
<![CDATA[The Role Of Cross-Cultural Understanding in Interpreting English Recount Texts ]]>
<![CDATA[Sya'roni, Roni]]>;
<![CDATA[Hidayat, Didin Nuruddin]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.124-130
<![CDATA[This study aimed at analyzing the role of cross-cultural understanding in interpreting English recount texts. The data of this study were obtained by reviewing documents of a book entitled “Histories of Nations: How their identities were forged” (Furtado, 2017). As a qualitative content analysis, all the data were analyzed qualitatively by classifying, coding and interpreting the data gathered that led us to some conclusions and suggestions. The study found that there were some words and phrases in the recount text that requires cross cultural understanding in order to be able to interpret those texts accurately. Therefore, in interpreting the recount text, it is necessary to understand not only the text in literal meaning, but also the cultural context in a comprehensive way. This focuses on cultural context deals with the history of social organization and religion system. Cross cultural understanding eases the readers to interpret the recount text appropriately. The study suggests that cross cultural understanding should be an important topic to be learnt intensively in learning English language at least at university education level as it will enable students to be capable of understanding English discourses comprehensively.]]>
<![CDATA[EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching ]]>
<![CDATA[Listia, Rina]]>;
<![CDATA[Febriyanti, Emma Rosana]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.86-95
<![CDATA[The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills.]]>
<![CDATA[Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context ]]>
<![CDATA[Hassani, Vahid]]>;
<![CDATA[Khatib, Mohammad]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.1-18
<![CDATA[This research aimed at investigating the impacts of knowing, analyzing, recognizing, doing, and seeing (KARDS) on Iranian English as a foreign language (EFL) teachers’ professional identity reconstruction in the context of high schools. Purposive sampling and KARDS questionnaire were used to choose participants and to classify them into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (n=10). The researchers employed pre-course and post-course interview, teacher educator’s and teachers’ reflective journals, and class debate as data gathering tools. Following the pre-course interview, there was an implementation phase of KARDS by means of which teachers were acquainted with it. Then, Grounded Theory was used for data analysis. Findings revealed that there were three big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, and “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching” in teachers’ professional identities in both groups. The changes were similar in quality but not in quantity, and they should be incorporated in teacher education programs. The findings may encourage stakeholders to welcome uncertainty and confusion, to underline more macro-strategies, and to take a critical and transformative view of language teaching in language classrooms.]]>
<![CDATA[Subtitle in Teaching Pronunciation with Video ]]>
<![CDATA[Sanjadireja, Roki Ranjani]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.67-85
<![CDATA[Video has been a tool to improve learning outcome, but many teachers do not apply the correct procedure in using video as the medium of teaching pronunciation. Pronunciation should have taken its fascination into classroom teaching learning. This research’s objective is to test the use of video’s subtitle in teaching pronunciation and its impact to students’ pronunciation. This research is quantitative study with design of true experiment post-test only. One group watches non subtitled video and the other watches subtitled video. The researcher has found that watching video only, with subtitle or no subtitle, does not improve students’ pronunciation. It is suggested that teacher may have to do another activity such as enhancement, repetition or scaling in teaching pronunciation rather than watching only.]]>
<![CDATA[Using Role Play Technique To Teach Speaking Skill Procedure Text In Tourism Department ]]>
<![CDATA[Rusmawan, Putu Ngurah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.96-107
<![CDATA[In the revolution industry era 4.0, students in the tourism department need to be enabled to speak English fluently as an international language. The students need to improve their communication skills. Role play technique is one teaching technique that is applicable in the State Polytechnic of Banyuwangi because it focuses on practicing real-life communication skills. The researcher tried to investigate the teaching of speaking activities in the classroom. The study used descriptive qualitative research. The researcher analyzed and described the teaching speaking in procedure text by using role play technique for tourism department. The preparation of the lecturer included a syllabus and a learning contract, which contained teaching materials, the method, and learning sources. The process of teaching was divided into three steps they were pre-activity, main activity, and post-activity. He brought them in class. The lecturer used role play technique. The lecturer only facilitated the students to be motivated in learning the speaking procedure text. He asked the students to do a simulation communication in a hotel. One of the students plays the role of a receptionist and the other as a customer. During the teaching and learning process, the lecturer faced three main troubles in conducting the teaching process. The students were’ low in vocabulary, pronunciation, and had difficulty expressing sentences, and the lecturer provided the solution. Speaking procedure text course, which was taught by the lecturer, proceeded effectively and was acceptable to the students. ]]>
<![CDATA[Enhancing Speaking Proficiency by Adapting Grammar- Translation Method And Electronic Dictionary For Young Learners ]]>
<![CDATA[Suseno, Edy]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.44-66
<![CDATA[The young learners are very potential to grow their knowledge earlier. By having sufficient knowledge in their heads, they have a great opportunity to develop any other knowledge. English, however, is an important language in the world. By using English, the students could know more about anything. There are many kinds of method used by teachers to teach young learners to speak English. The teacher is often trying very hard to bring the students into a learning atmosphere. Indeed, Both the teacher and students want to get the expected goal. On the other hand, the condition turns to be uneasy when the students are reluctant to respond to their teacher’s questions as feedback. It is an important part for the teacher to find another method to help students active. Moreover, vocabulary building is an essential part of delivering the intention to others. By having enough vocabulary list in the students’ head, it would ease them to choose the right words to convey. Hence, the use of an electronics dictionary could satisfy the students’ needs. By implementing it while learning grammar and reading, the students could better their vocabulary and pronunciation skills to conduct speaking.]]>
<![CDATA[The Use of Numbered Heads Together to Improve The 10th Grade Students’ Reading Comprehension Achievement At MAN 2 Lamongan ]]>
<![CDATA[Fauzi, Ahmad]]>;
<![CDATA[Adyagarini, Getari]]>;
<![CDATA[Imani, Mas Khasila]]>;
<![CDATA[Yanti, Titis Setia]]>;
<![CDATA[Vadhila, Ulfa]]>;
<![CDATA[Hadi, Syaikhul]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.118-123
<![CDATA[Among four language skills which are listening, reading, speaking and writing, reading is one of the most significant skills to be mastered by students in all grades. Reading gives students immense input of knowledge and information through various texts. Nonetheless, in the classroom, reading activities are long considered as monotonous and not interesting. Therefore, it becomes an urge for the teachers to apply more interesting technique to teach reading. In response to that matter, the teacher can use Numbered Heads Together technique as an alternative technique in teaching reading. This study explores the implementation of Numbered Heads Together in teaching descriptive text and describe the students’ reading comprehension in the implementation of Numbered Heads Together. The subject of this study were students tenth graders of MAN 2 Lamongan. This study is a qualitative case study which was conducted in two meetings. In the first meeting, the teacher just taught the descriptive text without any techniques. In the next meeting, the teacher introduced the technique and applied it in the class. The data of this study were collected from the result of the students’ task. The result of this study shows that the implementation of Numbered Heads Together assisted the students to engage actively in the whole process of learning. After using this technique, the number of students who got good achievement increased. It means that the students’ reading comprehension is improved after the implementation of NHT. In conclusion, NHT is a good technique to be used in teaching descriptive text, especially for the tenth grade students, since it helps them to overcome their difficulties in reading, creates a positive atmosphere in the class, and builds a good interaction for both the teachers and students. ]]>
