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Mokhamad Syaifudin
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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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Examining the Pros and Cons of Using Game-based Learning for Vocabulary Instruction to Junior High School Students Pardiansyah, Satria Ahmad; Muhtarom, Muhtarom; Gunairawati, Junaenik Latiefah
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/ijet2.2024.13.2.117-126

Abstract

Recent years have seen a considerable change within the educational environment, this is partly down to innovation in technology and teaching methods. Game-based learning (GBL) is one of the well-known approaches to include game elements in instructional processes to enhance student engagement and learning results. Based on the background above, this study focuses on investigating the advantages and disadvantages of GBL in teaching new vocabulary for seventh grade students at class VII-A of SMPN 25 Surabaya. The researcher conducted a qualitative descriptive study using an open-ended questionnaire to six students in the class for data collection to describe their perspectives. According to the results of the study, GBL provided an exciting and interesting atmosphere that gave rise to students' interest in learning English which referred to attention and comprehension. The investigation in question identified a number of problems, most notably those that pertained to technology limitations, for example device accessibility and internet connection issues, which can hinder the effectiveness of the GBL approach in the classroom.
Compatibility Between Communicative Language Teaching (CLT) and Pesantren Learning Values in English Language Learning Halimah, Mujammilatul; A'la, Bassam Abul
IJET (Indonesian Journal of English Teaching) Vol. 14 No. 2 (2025): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2025.14.2.1-11

Abstract

This study investigates the compatibility between Communicative Language Teaching (CLT) and the traditional learning values embedded within Indonesian pesantren, particularly in the context of English language instruction. While CLT emphasizes communicative competence, learner autonomy, authentic interaction, and meaningful use of language, pesantren education is grounded in values such as discipline, obedience, communal learning, and character formation. These contrasting orientations raise questions about whether CLT can be effectively integrated into pesantren classrooms or whether fundamental pedagogical tensions may arise. Drawing on existing literature on CLT implementation in EFL contexts and studies on pesantren learning culture, this conceptual inquiry examines points of convergence and divergence between the two educational paradigms. Findings indicate several areas of compatibility: both CLT and pesantren prioritize collaborative learning, contextualized meaning-making, and the development of communicative ethics. pesantren traditions such as musya>warah (deliberation) and halaqah (discussion circles) naturally support interactive and cooperative learning, which align with core CLT principles. However, challenges emerge in relation to learner autonomy, teacher, student power relations, and the shift from teacher-centered instruction to student-centered practices. The study argues that with culturally responsive adaptation, such as integrating pesantren-based group practices into communicative activities and reframing autonomy within Islamic educational values, CLT can be harmonized with pesantren learning traditions. Ultimately, the study proposes a hybrid pedagogical model that maintains pesantren identity while enabling communicative English learning, offering implications for curriculum developers, English teachers, and Islamic educational institutions seeking to enhance communicative competence without compromising religious and cultural foundations.

Page 34 of 34 | Total Record : 332

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