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Indonesian Journal of English Teaching

IJET
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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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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

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 Akhmad Habibi; Muhammad Sofwan
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

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).

STUDENTS’ GRAMMATICAL COLLOCATION ERRORS AND ITS’ IMPLICATION IN TEACHING WRITING Sayyidatul Fadlilah
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

The Regulation of Minister of Education and Culture of the Republic of Indonesia number 49 2014 on National Standard of Higher Education stated that National Standard Research is the minimum criterion of research on higher education system in force in the entire territory of the Republic of Indonesia. The study was conducted according to the rules of the activities and the scientific method systematically to obtain information, data, and information related to the understanding and/or testing of a branch of knowledge and technology. Based on the background the researcher states the following questions of the research: 1) What kinds of grammatical collocation errors were found in students’ thesis? 2) what is the implication of students’ grammatical collocation errors in teaching Writing. The researcher analyzed five major types of grammatical collocation error found in English department students’ thesis. The classification of five major types of English grammatical collocation error will make it easy to understand English grammatical collocations. The first type of English grammatical collocation error is collocation consisting of twelve English verb patterns (G8) which have different grammatical structures as the most challenging followed by (G7), (G1), (G4, (G5). As for the implication of those errors made by students is that the lecturers must include the discussion of collocation in teaching Writing.

USING HOT POTATOES PROGRAM FOR READING TEST INSTRUMENT IN ENGLISH TEACHING LEARNING PROCESS Syamsudin Syamsudin; Lusy Kurniawati
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

In teaching learning process a test is used to examine students’ knowledge of something to determine what they know or have learned. Testing measures the level of skill or knowledge that has been reached. Most teachers still used paper based test in giving a test and it is not interactive anymore now. This study will deal with one interactive test items using hot potato program. It is a software program that can give teachers alternative in creating test items. It consists of five test forms; J-Quiz, J-Match, J-Cross, J-Cloze, and J-Mix. J-Quiz consists of four basic question types: multiple choice questions, short answer questions, hybrid question and multi select questions. J-Match can give matching questions or ordering exercises. J-Cross can give question in the form of crossword exercises. This can be used for vocabulary test. J-Cloze can perform cloze test items. And the last, J-Mix can perform the mix between J-Quiz and J-Match. This program actually can be applied into four skills; listening, speaking, reading, and writing. Hopefully, this paper only focuses on reading skill. By using hot potatoes in creating material for reading test, the students will feel enjoyable in doing the test. They will have a high spirit in learning English because it is a new challenge and experience for them.

IMPROVING LISTENING SKILL OF STUDENTS USING METACOGNITIVE INSTRUCTION Ida Nurhidayah; Nadiah Ma’mun
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study is aimed to describe the implementation of metacognitive instruction and to improve students’ listening ability on TOEFL listening comprehension section by using metacognitive instruction at the second semester students of English Education Department of Walisongo State Islamic University Semarang in the academic year of 2015/2016 and to know the enhancement of students’ listening ability on TOEFL listening comprehension section after being taught using metacognitive instruction. The design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. Pre-cycle was also done before this study was conducted. The result of this study showed that using metacognitive instruction could improve students’ listening ability on TOEFL listening comprehension section. This was proved by the enhancement of students’ test result that improved in every cycle. The result of the study also showed that metacognitive instruction could improve the students’ listening ability on TOEFL listening comprehension section.

THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY Wahyu Trimastuti
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

Errors Analysis of The Sentences Made by Freshmen of English Department Wiwiet Eva Savitri; Suvi Akhiriyah
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Writing sentence is not a simple task. Yet, it is found many times that even students of latest semesters are unable to compose good writing text due to their inability in producing good sentences. It is an unfortunate because ability in writing good sentences is the fundamental for the next level of writing. The failure of senior students to make good sentences triggers questions on what materials to focus on and how to conduct teaching and learning in the writing and grammar classes. In line with those, this study tries to reveal the errors freshmen students usually make in writing sentences. It is expected that the result of this study helps lecturers to choose appropriate materials and teaching techniques. The results of this study show that most errors are found in terms of grammar, mechanic, logic, and spelling. Hence, it is suggested that freshmen practice sentence writing more to practice the grammar rules, spelling, and mechanic as well as to sharpen their ability in building logical sentences.

A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT Tiyas Saputri
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study concerns on a phonological analysis on Madurese English teacher?s pronunciation in reading an English text. The writer identified kinds of oscillographic pronunciation made by Madurese English teachers in reading an English text, the differences of oscillographic pronunciation between Madurese English teachers and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English teachers? pronunciation. In the process of data collection, she used descriptive qualitative. She observed and recorded the Madurese English teachers?pronunciation by using MP4 then analysed it by using Praat program version 4027. Then, she found that in reading the English text entitled „insomnia?, the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but for some words, it is slightly different but it does not make different meaning. Furthermore, it is found that Madurese language characteristics influence Subject 2 and Subject 3 in reading the English text. Therefore, in reading it, they made some sound changes: vowel, consonant and diphthong. The sound changes are: 1). the vowel changes: ???????;???, ???????;???, ???????, ???????;???;???, ???????;???;???, ???????, 2). the consonant changes: ???????, ????????, ???????, ???????, 3). the diphthong changes: ????????;???, ????????;???;???, ????????, ????????, ????????;???. In reading it, it is found that subject 2 and subject 3 also made deletion and addition. It is, thus, concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often mispronounce which can make their students do not understand their saying.

The Grammatical Accuracy, Cohesion and Coherence of Thai Students’ English Writing at Darawithaya School, Narathiwat – Thailand Ruqoyyah Amilia Andania
IJET (Indonesian Journal of English Teaching) Vol. 6 No. 1 (2017): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Writing has been recognized as an important skill to be mastered by all students both English as Foreign Language (EFL) and English as Second Language (ESL) students since many universities around the world offer writing courses. Hence, this study attempts to analyze the grammatical accuracy, cohesion, and coherence of Thai Students’ English Writing at Darawithaya School. This study is designed to investigate (1) the grammatical accuracy on Students’ Writing, and (2) the cohesion and coherence on Students’ Writing. The participant of the study consists of 14 Second Grade Students of Senior High School who enroll Academic Education at Darawithaya School, Narathiwat – Thailand. Since this study is descriptive qualitative approach, the data is documentation from students’ writing work. Some guidelines and rubric are used in this research for analyzing. The findings reveal that there are 73 errors are found on 14 students’ composition in this study. They occur on singular/plural followed by subject omission, the use of article, pronoun, preposition, verb omission, S-V agreement, word formation, tense, and extraneous subject. Consequently, those errors make students’ grammatical accuracy value varied from one student to other students.

Comparative Evaluation of Speaking and Writing Skills in Project Level 1 (4th Edition) and Achievers A1+ Lee Sun Min; Flora Debora Floris
IJET (Indonesian Journal of English Teaching) Vol. 6 No. 1 (2017): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study is intended to find out about the two basic skills which are speaking and writing skill presented in Project level 1 (4th edition) and Achievers A1+ textbook. The textbooks were evaluated by using the theoretical framework as proposed by Cunningsworth (1995). 4 criteria were used to evaluate the presentation of the speaking skill and 9 criteria were used to examine the writing sections. The findings of this study show some interesting similarities and differences that both textbooks have on the presentation of speaking and writing skills.

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Mokhamad Syaifudin

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msyaifudin@gmail.com

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+6281333377838

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ijet@uinsa.ac.id

Editorial Address
Jurnal IJET First Floor, Faculty of Education dan Teacher Trainings Universitas Islam Negeri Sunan Ampel Surabaya A. Yani 117 Surabaya 60237

Location
Kota surabaya,

Jawa timur

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Mokhamad Syaifudin

Contact Email msyaifudin@gmail.com

Phone +6281333377838

Journal Mail Official ijet@uinsa.ac.id

Editorial Address Jurnal IJET First Floor, Faculty of Education dan Teacher Trainings Universitas Islam Negeri Sunan Ampel Surabaya A. Yani 117 Surabaya 60237

Location Kota surabaya, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Mokhamad Syaifudin

Contact Email
msyaifudin@gmail.com

Phone
+6281333377838

Journal Mail Official
ijet@uinsa.ac.id

Editorial Address
Jurnal IJET First Floor, Faculty of Education dan Teacher Trainings Universitas Islam Negeri Sunan Ampel Surabaya A. Yani 117 Surabaya 60237

Location
Kota surabaya,

Jawa timur

INDONESIA