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[THE QUESTIONING TECHNIQUES USED BY FOREIGN-EDUCATED BACKGROUND TEACHER TO PROMOTE CRITICAL THINKING ]]>
<![CDATA[Irene Rosalina]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Suhartono ,]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.1.1-10
<![CDATA[Critical thinking is a cognitive skill that must be achieved by a student in higher education. By having critical thinking, especially in a language class, a student must understand the language and the message it brings to be communicated fluently and it will be a good asset for their future, especially to face the world of work. To foster students' critical thinking, a teacher is required to give them fairly complex questions with suitable questioning techniques. Asking the right technique is a good way to trigger critical thinking. This research uses a qualitative approach and focuses on indigenous teachers who have studied abroad as a subject. The teacher was chosen because, based on theory, overseas have felt a better critical thinking environment, have adapted and absorbed ways to be active in the classroom. This study aims to determine the types of questions and questioning techniques used by teachers to trigger critical thinking students. The results showed that the teacher used high-level cognitive questions namely the types of analysis (25, 3%), synthesis (21%) and evaluation (20, 3%). Then the questioning technique that most teachers use is the decomposition type (25%). It can be concluded that the teacher can foster students' critical thinking by providing high-level questioning techniques and questions with high cognitive levels]]>
<![CDATA[An Analysis Of Students' Speaking Difficulties at Eighth Grade Smpit At-Taqwa Surabaya ]]>
<![CDATA[Nur Hidayat]]>;
<![CDATA[Zhela Meylinda Clarita]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.108-117
<![CDATA[The purpose of this study was to investigate the difficulties of students in speaking English. The researcher used a qualitative descriptive method in this study. The subjects of this study were eighth-grade students A and D SMPIT At-Taqwa 2018/2019 academic year consisting of 40 students and English teachers. Data collections of this study were observation, student questionnaires, and student and teacher interviews. The results of this study indicate that 25% of students have difficulty speaking English. The efforts made by students and teachers to overcome difficulties in speaking English such as: taking English tutoring, listening English songs, practicing reading, writing and speaking at home and school. They also communicate through social media with foreign citizens, joining English Camp, watching western movies or change film subtitles with English. Then the solution given by the teacher is an additional lesson hour to support students who felt difficult in speaking English.]]>
<![CDATA[The Development of Educational Youtube Videos-Based Instructional Material for Speaking for Beginner Course ]]>
<![CDATA[Syifa' Khuriyatuz Zahro]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.48-57
<![CDATA[An analysis of the students’ needs demonstrated that there is no primary instructional material of speaking for beginner utilized in the classroom. In addition, both lecturers and students preferred the utilization of an authentic audio-visual material like YouTube videos rather than a traditional material taken from textbook to accelerate their speaking proficiency. The current study sought to develop educational YouTube videos-based instructional material of speaking for beginner course through Borg & Gall model that cover three main stages out of ten stages; preliminary research, model development, and model validation. Fifty-nine students who attended speaking for beginner course of three universities in Lamongan; Darul Ulum Islamic University, Billfath University, and the Islamic University of Lamongan participated in the try-out stage. Three kinds of Instruments are questionnaire and interview guidance that were adapted from Djahida, while validation checklist was adopted from Beaudin and Balasubramanian, Shetty & Sathyanarayana. The instrucional material developed in this study is so-titled ‘Speaking for Beginner: A way to speak like natives’. The acceptability revealed in the students’ evaluation at the try-out demonstrates that, the material was generally good and acceptable for the students and the lecturers. Such results bring about the conclusion that ‘Speaking for Beginner: A way to speak like natives’ is suitable and applicable to the speaking for beginner classroom.]]>
<![CDATA[Five-Option vs Four-Option Multiple-Choice Questions ]]>
<![CDATA[Bartholomeus Budiyono]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.1-7
<![CDATA[Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two intact classes of 34 participants. The results show that there was significant difference in participants’ scores (p 0.030< 0.05), significant difference in the number of NFDs (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05). Classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test. Key words: five-option, four-option, non-functioning distractor]]>
<![CDATA[English Self-Assessment Based on Pluralism in Preventing Radicalism ]]>
<![CDATA[Santi Andriyani]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.58-62
<![CDATA[The practice of radicalism in Indonesia has increased among all age groups included adolescents. The study found that adolescents or the young generation are mostly affected by radicalism and extremism. The aim of this study is to find out the implementation of English Self-Assessment Based on Pluralism in Preventing Youth Radicalism. This study uses a descriptive analysis method. The instrument of this study is students’ self-assessment worksheet focused on pluralism materials. Based on the analysis conducted, it can be concluded that by implementing English Self-Assessment rubric, the religious understanding of the students is good criteria.]]>
<![CDATA[Students’ Voice: A Need Analysis on Teaching and Learning English at Islamic University ]]>
<![CDATA[Alfian Alfian]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.63-72
<![CDATA[This paper provides a detailed description of the need analysis for designing English teaching and learning activities for non-English major learners. This case study research highlights the need analysis based on the interview and survey data. It was found that speaking and developing vocabulary are the most important language skills and component to be improved. The result also indicated that various activities should be implemented in the classroom, such as a game, pair works, and group discussion and presentation. Furthermore, improving 4 language skills and vocabulary were the target in learning English. This study is crucially important for the process of teaching and learning English and for designing curriculum and course delivery of English for non-majoring students.]]>
<![CDATA[The Implementation of Self Evaluation Teacher Talk (SETT) in Teaching English: A Case Study ]]>
<![CDATA[Raden Panji Hartono]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Maria Mintowati]]>
<![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/ijet2.2021.10.2.216-227
<![CDATA[Abstract. This study analyzed the implementation of SETT (Self Evaluation Teacher Talk) (Walsh, 2011) by an English teacher in a senior high school in Surabaya. A descriptive analysis was conducted towards the talk used by teacher in delivering the material. As the law, the teacher regulated the students to speak the target language anyhow. On the other hand, the teacher applied a classroom interaction in English. There are four modes available based on the SETT criteria; managerial mode, material mode, skill and system mode, classroom context mode. The result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode.]]>
<![CDATA[A Learning Strategy Use and Speaking Skills in the Indonesian Context ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.79-83
<![CDATA[Abstract—This study investigates language learning strategies used by Indonesian tertiary students in learning to speak English. The study addresses what learning strategies the students use; what strategy group and individual strategy they favour; and whether speaking skills significantly affect strategy use. This paper reports the quantitative results of a larger mixed-methods study drawing on questionnaire (n = 65) and students’ speaking grades (n = 65) obtained from students at Gajayana University of Malang in Indonesia. The study demonstrates that the students used a wide range of strategies that spread over six strategy groups of Oxford’s taxonomy (1990). Advanced and elementary students favoured compensation strategies, and intermediate students, metacognitive strategies. As regards individual strategy, advanced students favoured ‘using a circumlocution or synonym’; intermediate students, ‘paying attention’; and elementary students, ‘using resources for receiving and sending messages’. The study also shows that speaking skills significantly affected the use of affective strategies only. The paper concludes by discussing implications for theory and practice.]]>
<![CDATA[An Evaluation of Survival English Textbook Used in Teaching Speaking for First Semester Students in English Education Study Program ]]>
<![CDATA[Felicia Lekatompessy]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.73-78
<![CDATA[Textbooks are one of the important components in language program. It plays significant roles to provide the basis for content of the lesson, the balance of skills taught and the kinds of language practice that students involve in (Richards, 2001). Due to this circumstance, the use of qualified and relevant textbook is highly required to facilitate learning and bring actual learning experience to students. In addition to the selection, the evaluation of the textbooks in EFL context are also at the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. This study was aimed to evaluate the suitability of the Survival English textbook based on the Content and Contexts criteria of a good English textbook, which proposed by Mukundan (2011), Mukundan et al (2012) and Miekley (2015). The list of statements in a form of questionnaire were addressed to identify 50 students’ assessment of six topics being discussed in the textbook, which was supported by the qualitative data from the interview session. The results of the study were found substantial as the input to develop further Survival English textbook]]>
<![CDATA[The Influence Of Graphic Organizers, Language Aptitude And Attitude Towardsstudents'english Learning Achievement ]]>
<![CDATA[Threesje Roza Souisa]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July) ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2020.9.1.33-43
<![CDATA[As one of the tools that can be applied in teaching and learning process, a graphic organizer is the most effective strategy that recommended by researchers not only in improving students’ English necessary skills but also in reducing students’ negative attitude on learning English. This study was conducted to find out the positive and significant influence of graphic organizer as the delivery strategy towards the students’ reading ability as well as to figure out the positive and meaningful interaction between graphic organizers, language aptitude and students’ attitude towards students’ English learning achievement. Quasi-experiment with a nonequivalent control group design was applied by involving 160 students as the subject of the study. The results showed that there was a positive and significant effect among Graphic Organizers and language aptitude as the main effect, and there were significant interaction effects among them in improving students’ reading ability.]]>
