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Mokhamad Syaifudin
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ijet@uinsa.ac.id
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Jurnal IJET First Floor, Faculty of Education dan Teacher Trainings Universitas Islam Negeri Sunan Ampel Surabaya A. Yani 117 Surabaya 60237
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Kota surabaya,
Jawa timur
INDONESIA
Indonesian Journal of English Teaching
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 23022957     EISSN : 25486497     DOI : https://doi.org/10.15642/ijet2.2021.10.2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
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.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 332 Documents
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OPEN EDUCATIONAL RESOURCES Syaifudin, Mokhamad
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.41-54

Abstract

In this article a brief exposition of what open education resources is presented. The article begins by presenting the general idea of what OER is then move to the possible benefits and challenges to the OER for teaching and learning. Efforts to address the possible challenges in OER are also presented as well as the places where OER can be sought. In the end of the article samples of possible scenario of how to use the OER for teaching learning process are also detailed.
DISCOVERY LEARNING IN TEACHING REPORT WRITING FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON 2013 CURRICULUM Mushtoza, Dina Amaliyah
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.55-77

Abstract

This study focuses on how the implementation of DL in teaching report writing for junior high school students based on 2013 curriculum. It has three research questions: (1)how is the implementation of DL in teaching report writing, (2) how are the students’ responses towards DL during the teaching learning of report writing, (3) how is the students’ writing report after taught by implementation of DL.This study used qualitative research. It focuses on natural setting, has an interest in meaning, the perspective emphasizes on a process, concern with an inductive analysis and grounded theory. The data collection techniques are observation and interview to anstablewer the first and second research questions, and documentation to answer first and third research questions.The result of this study reveals when teaching report writing, the teacher implements DL which is relevant and appropriate with the theories. He uses six steps, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization. The students’ responses are positive in five steps, except data processing, the students’ response is negative, because of limited time. In all of the writing, the teacher gives his comments. It makes students pay attention to their result, and know their mistakes as motivational correction for them. All of students’ score isstill high of the standard score.
TEACHING WRITING DESCRIPTIVE TEXTS TO THE EIGHTH YEAR STUDENTS: “PUT YOURSELF IN THE PICTURE” ACTIVITY Permatasari, Krisdian Eka
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.78-103

Abstract

Writing is considered as a complicated and difficult skill to be mastered by the students. Several difficulties are found in learning of descriptive writing. Dealing with the case, the research questions are proposed as follows: (1) How is “Put Yourself in the Picture” activity implemented by the teacher in teaching descriptive texts? and (2) How are the results of the students in writing descriptive texts in the aspects of grammar, vocabulary, content and organization through the implementation of “Put Yourself in the Picture” activity? This research is qualitative design in which the researcher acted as the observer to collect information as the evidences in the writing class to find the teacher’s and students’ activities in implementing “Put Yourself in the Picture” activity in the three stages of teaching learning process in writing descriptive texts. The results of the research showed that the teacher and the students implemented “Put Yourself in the Picture” activity in some of the these activities, as follows: (1) introducing the essay topic; (2) listing the words or phrases relating to the topic; (3) Making sentences based on the listed ideas; (4) identifying the generic structures and language features of descriptive text; (5) Writing the descriptive text; (6) Making groups and giving feedbacks of the writing’ results; (7) Editing and re writing the final drafts. Besides, the students’ learning writing progresses are described into five categories. They are (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. These criteria are based on the students’ writing results analyzed in the aspects of grammar, vocabulary, content, and organization.
STUDENT’S ABILITY TO FORMULATE RESEARCH QUESTIONS: A STUDY OF INITIAL RESEARCH PROCESS IN PROPOSAL WRITING AT ENGLISH TEACHER EDUCATION DEPARTMENT Azami, Mochamad Imron
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.104-115

Abstract

The purpose of this study is to know the students’ process in formulating research question in writing 4 (proposal) and also to know their reason why they choose that steps in formulating research question. This study used qualitative design and chooses descriptive methods to describe the data in this study. The researcher used interview guidelines gained the data through semi structured interview. This study used all of students in English Teacher Education Department in academic years 2012. The numbers of students in this study are 80 students. After gained the data from interview, the researcher used coding to classify the data, then used theory to assess whether the students’ process in formulating research question is appropriate with the theory or not. The result shows that there are 7 types in formulating research question (from title, problem, journal, thesis, issue, topic and consulting to their lecturer). From each type, the researchers conclude that there was some students just follow 1 step in good process of formulating research question. There was one student just follow the first step (choose an interesting topic) in formulating research question. The others, just follow the second step (Do some preliminary research in your general topic). There was no student used all of good process in formulating research question. So the researchers conclude that there was no students at English Teacher Education Department Students follow good process in formulating research question.
STUDENTS’ CULTURAL AWARENESS LEVEL AND THEIR TECHNIQUES FOR INCORPORATING TARGET CULTURAL CONTENT INTO ENGLISH LANGUAGE TEACHING IN ENGLISH TEACHER EDUCATION DEPARTMENT OF UIN SUNAN AMPEL SURABAYA Maghfirotillah, Qori’ah
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.116-129

Abstract

Having cultural awareness deals much more with ones’ ability to face global interaction and to communicate appropriately, and thus, is crutial for students taking micro-teaching class of ETED UIN Surabaya as English teacher candidates. To gain meaningful English teaching, ETED students need to highlight that language learning without involving any cultural contents means nothing. This paper is a literature review of the bigger study which aims to examine the level of Students’ cultural awareness in micro teaching class of English Teacher Education Department and the strategies that are used by students of micro teaching class to incorporate cultural aspect into their English language teaching.
IMPROVING VOCABULARY AND TAHAJJUD HABIT USING CHAIN SMS IN TAHAJJUD TIME FOR THE FIFTH GRADE STUDENTS OF MI AL MUBAROK WANGKAL SIDOARJO Wakhidi, Muflikh; Rakhmawati, Rakhmawati; Laila, Ana Nurul
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.130-148

Abstract

Vocabulary is an important aspect in the process of learning English because it is needed by the students when they are learning English language skills. Therefore, teaching English in primary schools are held to provide students a larger amount of vocabulary than what they probably have before. This research is designed to improve the students’ vocabulary as well as their Tahajjud (night prayer) habit using Chain SMS sent during Tahajjud time. The method was selected because it was believed to be able overcome the problem of limited time at school and allow students to memorize vocabulary gradually since they will learn after they have enough rest and after they did they tahajjud prayer. This is a a Classroom Action Research (CAR) designed in two cycles. The subjects of this research were 29 students of the fifth grade of MI Al Mubarok Wangkal in the 2014/2015 academic year. The data of this research study were obtained through vocabulary test documentation. The findings of this research indicated that the Chain SMS in Tahajjud time was successful in improving both the students’ ability in vocabulary and the students’ Tahajjud habit. The improvement can be seen from the increase of students’ scores and the students’ individual score percentage from preliminary study to Cycle 2 both for vocabulary achievement and Tahajjud prayer habit.
THE QUALITY OF ENGLISH LANGUAGE TESTING IMPLEMENTED IN KBRI SCHOOL, SEKOLAH INDONESIA KUALA LUMPUR, MALAYSIA Kholilah, Nur
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 1 (2016): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.1.149-172

Abstract

This study is aimed to know how the quality of second grade senior high school Sekolah Indonesia Kuala Lumpur Malaysia English language testing like in term of content validity, index of difficulty, index of discrimination, and the effectiveness of distracters. The design used in this study is a qualitative research. Qualitative in this research is descriptive research. Then, use quantitative descriptive research to calculate and compute the data to prove the qualitative data and conclude the result of this research. The object of this research is second grade of senior high school of Sekolah Indonesia Kuala Lumpur Malaysia and only focus in multiple choice test items. The sample of this research is second grade of Science class and second grade of Social class which conclude all students in the class. The result of this study reported that the English language testing has good content validity. It also reported that the index of difficulty of the English language testing are acceptable. Besides, the index of discrimination of this test is satisfactory. Moreover, it has good distracters.
ISSUES AND CHALLENGES IN MAINTAINING MOTIVATION TO LEARN ENGLISH IN RURAL MADRASAH CONTEXT Machfudi, Mochammad Imam
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.2.173-183

Abstract

Issues and challenges in teaching English in rural madrasahs are enormous. Despite the fact that English is considered to be a difficult subject, its presence as a compulsory subject does not seem desirable in such a situation. In this socio-cultural context, maintaining motivation is an important element among the challenges where the students are not motivated to learn English. This article explains the issues and challenges and the motivational strategies developed by Madrasah Tsanawiyah teachers of English in teaching English in their context and the impact on their students. By analysing the teachers’ lived-experience through their stories this research finding shows that there are three kinds of motivational strategies enacted by the teachers of English in the rural areas of East Java including giving rewards, positive feedback, and increasing self-esteem and self-confidence. These three elements of external motivation indicate that the motivation plays a significant role in engaging students to learn English.
MTs ENGLISH TEACHERS' PERSPECTIVES ON THE INFLUENCE OF LESSON STUDY TO THEIR ACHIEVEMENT MOTIVATION AND TEACHING Widayanto, Widayanto
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.2.184-198

Abstract

This study aims to examine MTs English teachers’ perspectives on the influences of LS training assistance participation had on their achievement motivation and teaching performance in the classroom.  The case study explored teachers’ perspectives of how LS training assistance participation affected their achievement motivation and teaching performance in the classroom. Lesson study is a collaborative method of goal setting, instructional planning, assessing its impact, and reflection and refinement of teaching. The lesson study process, or cycle as it is often called, is a teacher-led, student centered and, ultimately student learning. This study revealed that teachers perceived a positive influence of participating in LS training assistance on both their achievement motivation and teaching performance. Specifically these teachers reported changes in their achievement motivation. They also reported changes in their teaching performance in the way of: 1. Planning Learning Program (lesson plan), 2) Implementing learning activities, 3) Making assessment of learning, 4) Implementing school managerial, 5) Developing content knowledge and skills, and 6) Becoming school curriculum developer.Overall, the findings in this study suggest that a majority of the teachers believed that LS training assistance participation affected their achievement motivation and teaching performance in the classroomand that it was an effective way to continue their professional development.
ENGLISH TEACHING IMPLEMENTATION IN INDONESIAN PESANTRENS: TEACHERS’ DEMOTIVATION FACTORS Habibi, Akhmad; Sofwan, Muhammad
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2016.5.2.199-213

Abstract

This qualitative inquiry is aimed at analysing demotivation factors of teachers in Indonesian Pesantrens (Islamic Boarding School) in implementing EFL teaching. The research is appropriately undertaken as a qualitative research with a case study approach. The research sites for this study are two Pesantrens in Jambi, one of Indonesian Provinces. Eight English teachers were involved as the participants to providebroader perspectives of the participants in relation to the EFL teaching. The researcher use three kinds of instruments in collecting the data; interview, focus group discussion, and document review. The researcher conducted the observation, interviewed the teachers, held focus group discussion, and collected related documents to support the data.To assess the trustworthiness of the research, the researcher did triangulation, member checking and reflexivity. The findings describe working condition (financial matter and working overload); curriculum (rapid changing of Indonesian curriculum and lack of teaching and supporting materials); facilities (classroom temperature and over-crowded classroom); students (lack of basic knowledge and lack of motivation).

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