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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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Decoding Ability of Students with Visual Impairment under Systematic and Explicit Phonics Instruction Mohammad Ryan Syuhadi; Susanto Susanto; Slamet Setiawan
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study discusses the decoding ability of students with visual impairment in a special need school under the implementation of systematic and explicit phonics instruction. The purpose of this study is to observe to what extent does the instruction help students with visual impairment in novice and mature alphabetic stage learn English word decoding. This qualitative study uses non-participant observation using unstructured fieldnotes and loosely-structured interview to obtain verbal data from 1 teacher and 4 students in four meetings of classroom observation. All of the students are visually impaired whom divided into two big groups. 2 of the students belong to mature alphabetic stage and the other 2 students belong to novice alphabetic stage. The classroom being observed is an English extracurricular classroom in a school specialized for students with visual impairment. Although they are divided into two groups, they study together in a same classroom at once. The results derived from the observation and interview are (1) Students in novice alphabetic stage, although they have not memorized all of the alphabet’s name, they still are able to gain knowledge of English word decoding, (2) Students in mature alphabetic stage, for they have memorized all of the alphabet’s name, have an easier understanding and are able to cope with the instruction better and faster, (3) this kind of instruction could gain students confidence in reading English word even though they do not memorize the alphabet’s name, (4) Once the students are able to relate between the words’ shape and how it sounds, they start to build automaticity in building their understanding of English words decoding. This study concluded that with appropriate materials and instruction, students with visual impairment in novice and alphabetic stage could acquire the knowledge of how to sound English words. Keywords: Decoding, Students with Visual Impairment, Systematic and Explicit Phonics Instruction

The Implementation Of Flipped Classroom In Promoting Students' Learning Autonomy In A Call Class Eunike Natalia Christ Doherti; Mega Wulandari
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This research aims at investigatingthe implementation of flipped classroom in CALLclass and how it can improve students’ learning autonomy. This research is a case study. The data gathering techniques used in this study were interviews, observations, and questionnaire and it employed descriptive analysis technique. The result showed that the flipped classroom in CALL class was divided into two main category, namely inside and outside class activities. The study also revealed that flipped classroom promoted students’ learning autonomy in six aspects, namely helping the students determine their learning objectives, define the content and progression, select the methods and techniques to be used, monitor the procedure of their learning strategy, evaluate what they had acquired, and prepare themselves to become teachers.

The Role Of Cross-Cultural Understanding in Interpreting English Recount Texts Roni Sya'roni; Didin Nuruddin Hidayat
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study aimed at analyzing the role of cross-cultural understanding in interpreting English recount texts. The data of this study were obtained by reviewing documents of a book entitled “Histories of Nations: How their identities were forged” (Furtado, 2017). As a qualitative content analysis, all the data were analyzed qualitatively by classifying, coding and interpreting the data gathered that led us to some conclusions and suggestions. The study found that there were some words and phrases in the recount text that requires cross cultural understanding in order to be able to interpret those texts accurately. Therefore, in interpreting the recount text, it is necessary to understand not only the text in literal meaning, but also the cultural context in a comprehensive way. This focuses on cultural context deals with the history of social organization and religion system. Cross cultural understanding eases the readers to interpret the recount text appropriately. The study suggests that cross cultural understanding should be an important topic to be learnt intensively in learning English language at least at university education level as it will enable students to be capable of understanding English discourses comprehensively.

EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching Rina Listia; Emma Rosana Febriyanti
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills.

Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context Vahid Hassani; Mohammad Khatib
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This research aimed at investigating the impacts of knowing, analyzing, recognizing, doing, and seeing (KARDS) on Iranian English as a foreign language (EFL) teachers’ professional identity reconstruction in the context of high schools. Purposive sampling and KARDS questionnaire were used to choose participants and to classify them into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (n=10). The researchers employed pre-course and post-course interview, teacher educator’s and teachers’ reflective journals, and class debate as data gathering tools. Following the pre-course interview, there was an implementation phase of KARDS by means of which teachers were acquainted with it. Then, Grounded Theory was used for data analysis. Findings revealed that there were three big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, and “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching” in teachers’ professional identities in both groups. The changes were similar in quality but not in quantity, and they should be incorporated in teacher education programs. The findings may encourage stakeholders to welcome uncertainty and confusion, to underline more macro-strategies, and to take a critical and transformative view of language teaching in language classrooms.

Subtitle in Teaching Pronunciation with Video Roki Ranjani Sanjadireja
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Video has been a tool to improve learning outcome, but many teachers do not apply the correct procedure in using video as the medium of teaching pronunciation. Pronunciation should have taken its fascination into classroom teaching learning. This research’s objective is to test the use of video’s subtitle in teaching pronunciation and its impact to students’ pronunciation. This research is quantitative study with design of true experiment post-test only. One group watches non subtitled video and the other watches subtitled video. The researcher has found that watching video only, with subtitle or no subtitle, does not improve students’ pronunciation. It is suggested that teacher may have to do another activity such as enhancement, repetition or scaling in teaching pronunciation rather than watching only.

The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text Rudi Suherman; Ana Yusyfiana
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text. The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

Using Role Play Technique To Teach Speaking Skill Procedure Text In Tourism Department Putu N R
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

In revolution idustri era 4.0 required the student in tourism department to enable speak english as internatinal language fluently. The students need to improve their communication skill. Role play technique is one teching technique that is applicable teaching technique in state polytechnic of Banyuwangi because it focused on practicing real life communication skill. The researcher tried to investigate the teaching speaking activity in the classroom. The study used descriptive qualitative research. The researcher analyzed and described the teaching speaking in procedure text by using role play technique for tourism department. The preparation of the lecturer was syllabus and learning contract which contained teaching materials, the method, and learning sources. The process of teaching was divided into three steps; they were pre-activity, main activity and post activity. He brought them in class. The lecturer used role play technique. The lecturer only facilitated the students to be motivated in learning speaking procedure text. He asked the students to do a simulation communication in a hotel. One of the students play role as reseptionist and the other as costumer. During teaching learning process, the lecturer got three main troubles in conducting teaching process. They were students’ low in vocabulary, pronunciation, and the students difficulty in expressing sentences and the lecturer had done the solution. speaking procedure text course which was taught by the lecturer proceded effectively and acceptable for the students. In revolution idustri era 4.0 required the student in tourism department to enable speak english as internatinal language fluently. The students need to improve their communication skill. Role play technique is one teching technique that is applicable teaching technique in state polytechnic of Banyuwangi because it focused on practicing real life communication skill. The researcher tried to investigate the teaching speaking activity in the classroom. The study used descriptive qualitative research. The researcher analyzed and described the teaching speaking in procedure text by using role play technique for tourism department. The preparation of the lecturer was syllabus and learning contract which contained teaching materials, the method, and learning sources. The process of teaching was divided into three steps; they were pre-activity, main activity and post activity. He brought them in class. The lecturer used role play technique. The lecturer only facilitated the students to be motivated in learning speaking procedure text. He asked the students to do a simulation communication in a hotel. One of the students play role as reseptionist and the other as costumer. During teaching learning process, the lecturer got three main troubles in conducting teaching process. They were students’ low in vocabulary, pronunciation, and the students difficulty in expressing sentences and the lecturer had done the solution. speaking procedure text course which was taught by the lecturer proceded effectively and acceptable for the students. In revolution idustri era 4.0 required the student in tourism department to enable speak english as internatinal language fluently. The students need to improve their communication skill. Role play technique is one teching technique that is applicable teaching technique in state polytechnic of Banyuwangi because it focused on practicing real life communication skill. The researcher tried to investigate the teaching speaking activity in the classroom. The study used descriptive qualitative research. The researcher analyzed and described the teaching speaking in procedure text by using role play technique for tourism department. The preparation of the lecturer was syllabus and learning contract which contained teaching materials, the method, and learning sources. The process of teaching was divided into three steps; they were pre-activity, main activity and post activity. He brought them in class. The lecturer used role play technique. The lecturer only facilitated the students to be motivated in learning speaking procedure text. He asked the students to do a simulation communication in a hotel. One of the students play role as reseptionist and the other as costumer. During teaching learning process, the lecturer got three main troubles in conducting teaching process. They were students’ low in vocabulary, pronunciation, and the students difficulty in expressing sentences and the lecturer had done the solution. speaking procedure text course which was taught by the lecturer proceded effectively and acceptable for the students.

Inquiry Based Learning on Teaching Speaking to Students Second Semester of English Language Education Dyah Kurniawati
IJET (Indonesian Journal of English Teaching) Vol. 11 No. 1 (2022): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Ghe aims of this study to determine the implementation of inquiry based learning strategy in learning speaking on the materials speaking for specific purpose and analyze students' responses to the implementation of inquiry based learning strategy. This research is a type of field research, and the approach used is qualitative approach. The researcher obtained data by using the technique of observation checklist, questionnaires, and documentation. Then the researchers’ classified the data according to the identified problem. In addition, the data were compiled and then analyzed by using descriptive analysis method. The results of this study indicate that the implementation of inquiry based learning strategy in learning speaking can be implemented well in accordance with the existing concept. Implementation was done through the activities of students looking for or digging information about learning materials, teacher provide stimulus and motivation to students followed by giving questions to students by teachers. The next step teacher provide opportunities to students in turns to provide responses or practice a conversation have discussed by students in pairwork, and at the end of the lesson teacher provide learning conclusions and reinforcement of learning materials that have been implemented. Students’ response to the implementation of strategy inquiry based learning positive about the strategy applied in learning. It make student learning outcomes become increased.

The Development of Spell Checker Android Application to Improve Students’ Pronunciation of English Education Department, IAIN Jember Sari Dewi Noviyanti
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Pronunciation and vocabulary are important elements of language so a communication will be difficult if the speaker cannot pronounce the elements or words accurately. However, in learning in class, limited time causes lecturers to have difficulty checking the pronunciation of English students one by one. So that technology is needed to improve students’ pronunciation competence independently and measurably. This study aims to develop a spell checker application that is integrated with the lecture module. This application aims to improve the English pronunciation ability of students independently and measurably so as to save time. The research method is a design and development method with 6 stages. The product validation results showed that this application is feasible to use with the acquisition of a feasibility percentage of 89%.

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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

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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

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

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Abstract

Abstract

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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