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
332 Documents
<![CDATA[Using Board Game Through TTW Strategy in Descriptive Writing ]]>
<![CDATA[Nur Sholikha Muntiari]]>;
<![CDATA[Fika Megawati]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.46-54
<![CDATA[This research aims to find out the effect of using board game through TTW strategy on seventh grade students’ writing skill in descriptive text. Quasi-experimental design was implemented to the seventh grade in one of junior high school. The subject of this study was the whole population of seventh grade students in junor high school, in total 81 students. The data collection was taken from pre-test and post-test. The average score of experimental group is 73.81, and the average score of control group is 57.46. Moreover, the hypothesis test shows that Ho is rejected because tcounting (5.71) is higher than ttable (2.31). In TTW strategy the students collaborate between three activities those are Think, Talk, and Write. TTW strategy is more effective becausethe students have enough time in learning process in a class. Additionally, the result of this study indicates that using board game through TTW strategy gives significant effect for developing English writing skill.]]>
<![CDATA[Content and Language Integrated Learning Practice in English for Accounting Course ]]>
<![CDATA[Arif Nugroho]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.2.172-181
<![CDATA[The contextualization of materials in the context of teaching English for specific purposes (ESP) is a prerequisite to gain maximum input of language knowledge. The present study sheds some light on the practice of Content and Language Integrated Learning (CLIL) approach in English for accounting course. This study involved 38 Indonesian ESP students majoring in accounting of a public university in Surakarta Indonesia as the participants. Pre-experimental research design was conducted in eight meeting during the course, including the administration of vocabulary test to examine the participants’ score in pre-test and post-test. A focus group discussion (FGD) was also carried out to reveal the students’ perception about the practice of CLIL approach in English for accounting course. The results depicted that there was a significant difference on the participants’ vocabulary scores between the pre-test and the post-test. It was also portrayed that the participants positively perceived the CLIL practice in their class. The results of this study contribute to providing fruitful insights for teachers and future researchers about CLIL practice in English language teaching, specifically in the context of teaching English for specific purposes.]]>
<![CDATA[Enhancing Students’ Critical Thinking in Writing Through Group Investigation Strategy Assisted by Digital Story Board Media: A CLASSROOM ACTION RESEARCH ]]>
<![CDATA[Pirman Ginting]]>;
<![CDATA[Yenni Hasnah]]>;
<![CDATA[Dinda Sari Utami]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.112-125
<![CDATA[This research deals with classroom action research aiming to enhance students' critical thinking in writing through the application of group investigation strategies assisted by digital storyboard media. The study was carried out in cycles following Kemmis’ cycle process. The subjects of this study were 33 grade X students of SMA Al-Hikmah Medan in 2019/2020 academic year. The data were collected by employing observation, field-note and writing test. After completing the study, the result shows that the implementation of group investigation strategy assisted by digital story board media significantly improved students’ critical thinking in writing. This is represented by the increase of students’ writing achievement, students’ learning activities and teacher’s performance in teaching. In the first cycle, the number of students passing the standard qualifying of writing set by the school was only 13 students (39.39 %) and improved substantially in cycle two reaching 26 students (78.79 %). The students’ learning activity also progressed considerably as presented in the average score from 67.6% in cycle one to 86% in cycle two. Further, the improvement of teacher’ teaching performance between cycle one and cycle two achieved 23.36% or from 66% in cycle one to 89.36%.]]>
<![CDATA[A Contradiction of the Existence of English in Rural and Urban Pesantren in Indonesia ]]>
<![CDATA[Mochamad Imron Azami]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.36-45
<![CDATA[Pesantren emphasizes the learning on religious knowledge, based on the classical textbook given to Santri (student). Nowadays, pesantren shifts its tradition by providing English program. This shifting occurs as the effort of pesantren to face the challenges of modernization and to fulfill the demands of society. This paper discussed the comparative study of English program implementation history in rural and urban pesantren, the reasons for establishing English program, and santries’(student) response towards English program in pesantren. The result showed that the existence of English program in pesantren, both in rural and urban area, was because the demand of the society. In rural pesantren, the reason why they provided English because they wanted to develop the society surrounded pesantren which are Indonesian Migrant Worker (Tenaga Kerja Indonesia). While in urban area, they provided English program because they were focusing on the development of santries themselves to prepare for the global community.]]>
<![CDATA[Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems ]]>
<![CDATA[Muhammad Badrus Sholeh]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 11 No. 1 (2022): JULY ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2022.11.1.88-99
<![CDATA[A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of 'task' and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students' roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia.]]>
<![CDATA[Toonytools in Teaching Narrative Text: Pre Service Teachers' Experience ]]>
<![CDATA[Dinda Nur Hanifah Septiyani]]>;
<![CDATA[Rizka Safriyani]]>;
<![CDATA[Siti Asmiyah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.2.217-226
<![CDATA[Abstract. Technology has many applications in the field of media for teaching and learning. In private education, teachers have to be creative in creating interactive teaching media. Moreover, teaching media are needed to support the success of teaching and learning processes. Comics is favorable to read because it is fun. Online comics become popular in remote learning because students work a lot with online applications today. Toonytools is one of the favorable online comic creators. This study aims to investigate the use of Toonytools as a teaching medium in teaching Narrative Text. This study uses mix-method. A survey as a quantitative and qualitative interview was done to the students and the English Teacher. Some possible benefits and challenges within the implementation are suggested. The finding of this research is the effectiveness of using the online comic platform Toonytools, a learning media to teach the narrative text. This platform is easy to use and applied to make Toonytools feasible as a favorite online comic platform for teachers to create learning media.]]>
<![CDATA[Is Technology Based Note-Taking More Preferable For Millenial Students? Exploration Of English Students' Note-Taking Habit ]]>
<![CDATA[Muhimatul Murtafi'ah]]>;
<![CDATA[Siti Asmiyah]]>;
<![CDATA[Fitriah Fitriah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.2.207-216
<![CDATA[Note-taking is one of important skills students need to practice in order to understand the content of both printed and unprinted texts effectively. To do note-taking, readers can do either manually or digitally. However, with the advancement of technology nowadays especially in this pandemic era, readers can practice note-taking more easily with the use of technological tools, such as laptop and mobile. This descriptive qualitative research aims to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in English academic writing. This included identifying the strategy they apply in note-taking practices to understand the content of the articles they read and identifying their note-taking. To explore the issue, the researcher collected data through questionnaires and interview with 62 English students taking academic writing who have intense note-taking practices as part of the course activities. The results of this study showed the majority of millennial students prefer using digital note-taking with 66.12% responses. They decided to use it as it is faster and easier in doing note-taking. The digital technology that the students used commonly was mobile phone with 54.84% responses. They chose this tool to practice note-taking as it is handy.]]>
<![CDATA[Google class in ELT: A study of Student's Responses in English for Nutrition ]]>
<![CDATA[Tiyas Saputri]]>;
<![CDATA[Mujad Didien Afandi]]>;
<![CDATA[Badril Alamsyah]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.2.196-206
<![CDATA[Google classroom (GC) is one of the best platforms produced by Google that has some purposes for education, especially in teaching and learning process. In S1 Nutrition department, the application of Google Classroom is still rarely used and still few lecturers of Nahdlatul Ulama University of Surabaya use this application maximally for teaching any courses, including in teaching English. This research aims to find out the students’ responses of using GC in English Class of nutrition profession. This paper also presents GC features and the benefits of using it. The participants have had some experiences in using it. The participants are 37 students from three classes chosen through random sampling. The data was collected through questionnaire survey from the students’ responses. The data then was analyzed qualitatively. The results presented that from statement 1-10, only statement 1 (GC can accommodate e-learning) and statement 9 (GC is easy to use) which have reached 64,9% (Agree). The lowest percentage was 45,9% (GC is as a character building). They agreed that GC has many benefits and the priorities of benefit to accommodate e-learning and easy to use. However, it still needs to be explored further of the directly impact to the students for building their character.]]>
<![CDATA[An Overview of Grammar Translation Method’s Effect on EFL Teaching And Learning ]]>
<![CDATA[Aisha Ahmed Ali Hadi Al-maamari]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.26-35
<![CDATA[In language teaching and learning, several methods are used for the effectiveness of teaching and learning activity. The researcher implemented the methods to assist the teacher in teaching the language, time after time. The methods have undergone many changes and development based on the attitude and school of thought for teaching and learning a language, so each method has a different character, technique, and implementation. This reflection will expand on the grammatical translation method (GTM) used in the nineteenth century to teach English as a foreign language. This method is based on the goal of grammatical competence. To achieve the goal, this method has several characteristic and technique which will be used in its implementation. The writer attempts to do a review by investigating 5 published articles gathered from internet websites to show the use of the grammar-translation method, its effectiveness, and why it is criticized for teaching and learning English as a foreign language. The writer’s reflection is included too.]]>
<![CDATA[The Effect of Flipped Learning Model on EFL Learners' Academic Achievement, Self-Esteem and Self-Confidence ]]>
<![CDATA[Hojjat Namdaran]]>;
<![CDATA[Omid Akbari]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 2 (2021): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.2.158-168
<![CDATA[The aim of the study is to examine the effect of flipped learning model on EFL learners academic achievement, self-esteem and self-confidence. This is a quantitative qualitative study in which a mixed methods design is used for data collection procedure. The study sample includes two groups of intermediate English students who study in foreign language institutions. They are selected by purposive sampling method. This method of sampling allows the researcher to select students with two years of learning experience. In this study, the independent variable of the research is flipped learning model, as opposed to traditional learning approach, while the dependent variables are students academic achievement, self-esteem, and self-confidence. One sample pre-test and post-test design is used to collect quantitative data on academic achievement, self-esteem and self-confidence. In order to collect qualitative data, a semi-structured interview is administered to reveal the general attitudes of the students towards the benefits, difficulties and the solutions of the flipped classroom. The results indicate that flipped learning model has significant effect on EFL learners academic achievement, self-esteem and self-confidence. The researcher concludes that learners with high self-confidence and self-esteem will have a greater academic achievement, and flipped classroom can enhance language learning.]]>
