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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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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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Asset-based Approach Community Service for Developing Digital Textbook in Secondary Language (L2) Teacher Education Madjid, Hilda Izzati; Safriani, Afida; Rakhmawati, Rakhmawati
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.104-117

Abstract

ABSTRACT Service learning embedded in the course plays a vital role in transforming theoretical knowledge into practical one. It provides students with the concept and brings them in contextualizing their concept that they have already learned in the classroom. This study explores the process of enacting service learning using asset-based approach to university-community engagement. This study employed multiple data sets from observation, semi-structured interviews with teachers and principles, focused group discussion with students, and students’ products of digital textbooks. The findings revealed that service learning using the asset-based approach empowered all the stakeholders and contributed to emergence of the equitable partnership between university and community. The students’ product of a digital textbook represents collaboration between English teachers, the teacher educator, and the university students who successfully designed learning resources that meet the academic level and interests of students of the school partners. Keywords: Asset-Based Community Development (ABCD), Service Learning, Digital learning resources, Digital literacy
Self-Efficacy of Lecturers and Students in Academic Writing: Are There any Differences? Safriyani, Rizka; Asmiyah, Siti
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.12-26

Abstract

Self-efficacy is a critical component of academic article writing. Numerous studies have demonstrated that self-efficacy affects reading comprehension, but few have examined the level of self-efficacy between students and lecturers regarding academic writing. Consequently, this study sought to ascertain students' and lecturers' levels of self-efficacy in academic writing. By administering questionnaires and conducting interviews with students and teachers, this study takes an explanatory mixed-methods approach to the topic. The online survey assesses self-efficacy in academic writing, and students and lecturers complete unstructured interviews. The study enrolled eighty students and eighteen lecturers from the English Department of UIN Sunan Ampel Surabaya. The results indicate that students enrolled in the English Language Education and English Literature Study Programs have a moderate level of self-efficacy. The self-efficacy of lecturers in the English Language Education and English Literature Study Programs demonstrates similar results. Additionally, they are moderate, with a slightly higher average index. This study also discusses the implications of research in the field of education
Exploring an Experienced EFL Teacher on Classroom Management: A Case Study on Motivational Skill Apris Bella Ayu Anggraini; Budi Setyono; Bambang Arya Wija Putra
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 2 (2024): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.2.216-226

Abstract

Classroom management is one of the essential teaching skills required to be mastered by teachers, and its goal is to develop a conducive academic and social-emotional learning environment. This article reported the research exploration of how an experienced senior high school English teacher manages her class to make the students feel comfortable and motivated to learn English in the classroom. This research was designed as qualitative case study research and collected the data by observing and recording the classroom learning session and voice recording interviews. The thematic analysis revealed that an experienced senior high school English teacher managed her class by applying course-specific, teacher-specific, and group-specific motivational components to make students feel comfortable and motivated. The findings imply that English teachers create exciting learning activities besides morning storytelling to make students feel comfortable and motivated. The teacher prepares more teaching media for the materials well and thinks about the time spent on every activity in the opening, primary, and closing activities (in case of an unpredictable event).
English Vocabulary Mastery of University Students an Analysis Of Students’ Essays Writing at Bina Bangsa Getsempena University Qamariah, Hijjatul; Sabarniati, Sabarniati
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 2 (2023): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.2.151-159

Abstract

Without doubt, vocabulary is a crucial part in mastering English language skills. It is the basic element that helps to construct a well written or spoken text. These two production skills assist students to be communicative well. However, the range of vocabulary produced becomes a problem when the students have difficulties to deploy the words properly. This study, therefore, tried to examine the typical of vocabulary applied by the EFL students in their writing text. By analyzing those writing text, it is depicted the vocabularies they applied. This is a qualitative descriptive research. The researchers relied on the list of academic words by Averil Coxhead (2000) and new academic words by Dr. Charles Browne, Dr. Brent Culligan and Joseph Phillips (2013) in analyzing the vocabularies in the written text. The words in the written texts were highlighted and categorized based on the lists. The result showed that, the students’ vocabularies had some characteristics: (1) low lexical density; (2) higher repetition of information; and (3) higher proportion of basic and frequently-used words and lower usage of academic words. Therefore, it is suggested that students need more exposure to AWL or NAWL, there is Vocabulary development assistance and vocabularies should be taught contextually.
Developing OCEAN as a Game Based on English Learning in Teaching Vocabulary Prastiwi, Afita Dewi; Saktiono, Maxima Ari
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.27-38

Abstract

Abstract This study applied Research and Development (R&D) study which developed game application based English learning. The purpose of this study is to improve the leaner’s vocabulary and reduce their anxiety in mastering English. Vocational maritime students had problem in memorizing vocabularies and based on the result of need analysis, they need a media that can ease them in learning English. This study followed some steps in developing the game application, those were; assessing need analysis, writing performance objective, instructional strategy’s development, instructional materials’ development and selection, implementation of formative and summative evaluation. The instrument of this study were questionnaire and interview to gain students response in need analysis process and in evaluation. OCEAN can catch the learner’s attention and decrease their anxiety in learning English. Most of students agree if the game improves their motivation and they can enjoy playing the game. The development of this game as an educational game has good impact and responses even though some improvements are needed.
Higher Order Thinking Skill’s Instruction Delivered by EFL Teacher During an Online Learning Kencana, Nazelya Puspita; Purwati, Oikurema; Munir, Ahmad
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.1-11

Abstract

HOTS promote the idea of assessing students’ critical thinking, creative thinking, and problem solving. Many teachers claimed to implement HOTS in the classroom, but turned out they tended to have LOTS in their teaching and learning process. Since the teaching and learning process has shifted from in person meeting to the virtual one due to COVID-19, there was an adjustment to conduct the learning process. Hence, the present study aimed to figure out teacher’s strategies to deliver HOTS’ instruction, students’ HOTS, and the construction of HOTS’ instruction during online learning. This study employed qualitative research and two English teachers were involved. The data was gathered through classroom observation. The findings revealed that direct instruction and questioning strategies were efficient and effective to activate students’ HOTS through asking the students’ point of views about online and offline learning systems and having the students’ work in group to discuss a certain topic. Further, analyzing and evaluating procedural knowledge and metacognitive knowledge were the most abilities exposed by the instructions. In this case, the students activated their critical thinking, creative thinking during online learning. Then, the instructions delivered by the teachers during the class promoted students’ creative thinking and critical thinking because they encouraged students’ creativity, motivated their self-confidence to participate in the class, had the students be communicative, and exposed students’ understanding and knowledge. The instructions were clear enough and reflected imperative and interrogative sentences, so that the students easily understood what they needed to do during the learning process. However, one teacher could not promote HOTS pretty well because he encouraged the students to talk about direct and indirect speech, which was the area about understanding conceptual knowledge.
The Students’ Perception Towards the Use of Webtoon to Improve Reading Comprehension Skill Fakhrurriana, Ria; Ma’ruf, Muhammad Hijratul Mahali
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 2 (2024): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.2.227-233

Abstract

This inquire about examined almost student’s perception on the utilize of Webtoon to move forward reading comprehension ability. Webtoon could be a modern apps that can be utilized to move forward reading skills by its words utilized and captivating pictures. The reason of this think about is to clarify whether or not Webtoon can improve student’s readability in reading comprehension capability. The respondents of the ponder are the understudies of English Instruction understudies at IAIN Kediri.The result of the think about shows that the students are more interested and get the inspiration to progress their reading comprehension capability by utilizing Webtoon.
Cooperative Learning Approach in Teaching and Learning Writing Skills: Practices and Challenges Abheti, Mitiku Teshome; Beriso, Italo
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.1.52-69

Abstract

The study was tried to investigate the practices and challenges of cooperative learning approach in teaching and learning writing skills of Grade 11 students, Afar Regional State, Logia Secondary and Preparatory School, in focus. More specifically, the study addressed the following research questions: (1) How is cooperative learning practiced in teaching and learning writing skills? (2) What are the challenges that hinder the effective implementation of cooperative learning in writing skills? The main subjects of the study were Grade 11 students of Logia Secondary and Preparatory School. Moreover, one of a social science classes were randomly selected. The data for this research purpose was collected through students’ questionnaire, teacher’s and students’ interview. Regarding the practices of CL in writing skills, both the teacher and students have positive attitudes i.e. teaching writing cooperatively improves students’ writing performance. Both the teacher and students believed that cooperative learning approach is practiced in their teaching and learning of writing somehow. Based on the data obtained from teacher’s interview and students’ questionnaire,  there are many challenges that resist the successful implementation of CL which could be grouped under student-related, teacher-related, classroom-related, time-related and weather condition-related problems. As of students’ questionnaire and interview, the fear of grammar, the writing itself and how to organize ideas together are some of the problems students face in learning writing skills. To keep the implementation more effective and to overcome the challenges, some recommendations were forwarded.
Exploring The Impact of Metacognitive Strategy on University Student Reading Performance Yudhodibroto, Adityo; Lolita, Yuri
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.1.1-13

Abstract

The purpose of this study was to find a relationship between EFL students' metacognitive awareness of reading strategies and reading comprehension. The research design uses quantitative, the sample required is 63 EFL students as participants, using reading comprehension scores and questionnaires to improve Metacognitive Awareness Reading Strategies in students. Metacognitive Awareness of Reading Strategy Inventory (MARSI-R) and Reading Test in the Essential Reading course to determine the level of students' metacognitive awareness. The results of this study indicate that 51 students or 81% can be categorized as high group level, and 10 students or 18% can be categorized as medium group level and for low category get 2 students or 3%.This research shows that the most used strategy by EFL learners is found using PRS (Problem solving strategy) found mean is 3.21; GRS (Global reading strategy) found mean is 3.41; and, SRS (Supports reading strategies) found mean is 3.02. For correlation, the Spearman Rho coefficient results show that there is no relationship between EFL students' metacognitive awareness of reading strategies and reading comprehension.
Probing the Needs of Injecting Technical Communication in English Module in Indonesia Railways Polytechnic: A Students’ Perspectives Fikria, Ainun; Puspitasari, Armyta; Lestianingsih, Dwi
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 2 (2023): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.2.142-150

Abstract

For employment, industries want recent graduates to have strong technical communication abilities. Therefore, it is important for engineering organizations to have competent technical communicators. As a result, this study looks at how Indonesian polytechnic engineering students assess their own technical communication competency needs in terms of knowledge, abilities, and attitudes toward technical communication in English. A survey on students' perceived needs for technical communication skills received responses from 85 diploma students in various engineering courses at a polytechnic. The study's findings showed that the students' knowledge and abilities about technical communication in English were low intermediate (mean > 3,5 score). In comparison to knowledge and attitudes about technical communication in English, skills in technical communication in English had the lowest mean score. This suggested that the pupils lacked technical English communication abilities. Despite this, the study's findings indicate that students understood the importance of technical communication skills for their future careers. Because need analysis is a continuous process for identifying learning needs, this study has shown that it is worthwhile to review the current needs of the polytechnic engineering students since students' responses could serve as a basis for the improvement of the classroom materials. Finally, this study has recommended that technical communication courses be included to the polytechnic education system since they are crucial for employment in a variety of fields, including engineering.

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