Indonesian Review of English Education, Linguistics, and Literature
Indonesian Review of English Education, Linguistics, and Literature (IREELL) is biannual (April and November) peer-reviewed and open access journal that publishes research within the area of English language education, linguistics, and literature in second or foreign language contexts. The journal provides a venue for the dissemination of research reports to promote scholarly exchange among teachers and researcher in the field. It encourages submissions from across disciplinary and interdisciplinary research traditions that are previously unpublished to advance knowledge, theories, or methodologies in English education and linguistics.
Articles
72 Documents
<![CDATA[Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review ]]>
<![CDATA[Maslucha, Saniatul]]>;
<![CDATA[Firmansyah, Muhammad Alvin]]>;
<![CDATA[Uswah, Maulidiyyatul]]>;
<![CDATA[Rachmatian, Noor Apriyan]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): IREELL ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kediri ]]>
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DOI: 10.30762/ireell.v2i1.2819
<![CDATA[In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.]]>
<![CDATA[The Influence of Using Online Oxford Dictionary Toward Pronunciation and Vocabulary Mastery ]]>
<![CDATA[Wulansari, Tika Wulansari]]>;
<![CDATA[Fakhrurriana, Ria]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): IREELL ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kediri ]]>
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DOI: 10.30762/ireell.v2i1.3251
<![CDATA[In order to clearly express the ideas, students need to master pronunciation and have vast vocabulary. Media and strategy are essential matter to achieve well-acquired vocabulary and good pronunciation. Online dictionary such as Oxford Advanced Learners’ Dictionary (later abbreviated as OALD) is one of the media to aid students in improving pronunciation and vocabulary. Students used to utilize the book version of OALD, yet, nowadays they prefer to use the online form through internet networking. Thus, this research aims to determine the influence of using online Oxford Dictionary on students’ pronunciation and vocabulary at the fourth students of English Department of State Islamic Institute of Kediri (IAIN Kediri). 30 students of English Education study program were chosen as the subject of this qualitative study. This research used questionnaire and interview to collect the data related to an alternative reference in technology for learning vocabulary and pronunciation especially online Oxford Dictionary. The results of the questionnaire were processed descriptively. The research results showed that the online Oxford Dictionary influence students’ pronunciation and vocabulary enrichment. It is recommended to solve the problem of pronunciation and vocabulary mastery. ]]>
<![CDATA[Implementation of Project Based Learning in Teaching Speaking to Students of Vocational School ]]>
<![CDATA[Muyassaroh, Muflikhatun Nisa]]>;
<![CDATA[Prasetiyowati, Eni]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): IREELL ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kediri ]]>
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DOI: 10.30762/ireell.v2i1.3395
<![CDATA[Scientific approach has several methods that lead the students to be active in learning English applicative skills such as speaking. One of methods that can be considered for enhancing students’ speaking skill is project-based learning (PjBL). Vocational School teachers might often apply PjBL to speaking activities in learning process. Regarding to this fact, the researcher conducted a descriptive study to explore Inservice teachers’ definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades ten until twelve and several students in public schools participated. Observation, interviews, and document collection are used for gathering the data. The result of this research shows that through PjBL, teachers could cover speaking activities that support students’ development in speaking through PjBL.]]>
<![CDATA[Enhancing Students’ Speaking Skill through the Show and Tell Technique ]]>
<![CDATA[Wardani, Marshela]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): IREELL ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kediri ]]>
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DOI: 10.30762/ireell.v2i1.3439
<![CDATA[Speaking is critical for junior high school students alongside listening, reading, and writing. However, problems in teaching speaking, such as limited vocabulary and low participation rates, expectedly emerged as observed at an Islamic junior high school. This study explores the effectiveness of the "Show and Tell" method in improving students' speaking abilities through classroom action research (CAR). The research shows significant improvement in speaking skills across two cycles. In the first cycle, scores increased from 57.47 to 70.42, highlighting progress despite the initial challenges. Several modifications were done in the second cycle, such as using pictures instead of objects. This further boosted engagement and comprehension and raising the scores to 86.02. Based on the finding, this study underscores the value of innovative teaching methods like "Show and Tell" which has proven its effectiveness in enhancing students’ speaking proficiency. It provides insights for educators who seek to improve language learning outcomes through student-centered approaches, fostering confidence and proficiency in communication skills.]]>
<![CDATA[Teachers’ Strategies In Teaching Reading Skills During Offline Learning In Post Covid-19 Pandemic Period ]]>
<![CDATA[Nadian, Rera]]>;
<![CDATA[Afifi, Nur]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri ]]>
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DOI: 10.30762/ireell.v1i1.1095
<![CDATA[The convenience of online learning during the covid-19 pandemic period has left lingering effects to the post-covid face to face learning making offline learning in the class a difficult task that sometimes demotivates the students. This problem has a lot of influence on student’s learning process of various subjects, one of them was an English reading class. The teachers are demanded to be creative by employing interesting and attractive strategies to keep the student engaged during the class. Teacher’s strategies will help the students in gaining, maintaining and honing their reading skills. This study aimed to portray the challenges faced during the offline learning post covid pandemic period and the strategies employed by the teachers to overcome the challenges. The design of this research is descriptive qualitative. The data on challenges and strategies were obtained through observation and interview from two English teachers in the tenth grade of the school. The data then was analysed following qualitative data analysis by identification, categorization and drawing conclusion followed by triangulation to ensure the validity of the analysis. The results showed that the challenges faced by the teachers in the class were on the following matter: attendance, building motivation, sharing the lesson, vocabulary, reading skills. The attendance challenge was approached by knowing more about the students and the reasons of their absence. Other challenges were approach by employing various teaching techniques such as apperception, brainstorming, giving feedback and employing videos in the teaching learning process]]>
<![CDATA[EFL Students’ Intercultural Awareness in Multicultural Classroom: A Narrative Inquiry ]]>
<![CDATA[Saharani, Annisa Aulia]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri ]]>
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DOI: 10.30762/ireell.v1i1.1125
<![CDATA[Being an intercultural speaker has become a necessity in global communication. Multicultural classes have a positive impact on intercultural learning because students from various cultural backgrounds come together to learn English. Therefore, this study aims to explore and narrate the development of intercultural awareness achieved by the students based on their experiences in a multicultural class setting. This study is a qualitative research with a narrative inquiry method. The participants in this study are three Indonesian students and two Thai students who are majoring in English Education and are in the same class at one of the universities in Indonesia. Data was collected through in-depth questionnaires with open-ended questions. The results of the study show that the students in the multicultural class have a good level of intercultural awareness. They have mastered all levels of intercultural awareness, from basic cultural awareness, advanced cultural awareness to intercultural awareness. Although they faced obstacles such as language barriers and limited exposure to the target language's culture in the class, they are able to practice tolerance and respect for different cultures. In addition, they have been able to adapt and integrate their cultural knowledge to be implemented in communication with speakers from different cultures]]>
<![CDATA[Self-Efficacy and Its Correlation With Reading Comprehension Of Senior High School Students ]]>
<![CDATA[Apriliyani, Eka Putri]]>;
<![CDATA[Usuludin, Moh. Ana]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri ]]>
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DOI: 10.30762/ireell.v1i1.1096
<![CDATA[Self-efficacy becomes one of psychological factor affecting successfully in doing some activities. By having self-efficacy, people can measure themselves in doing some tasks briefly. Self-efficacy is necessary because it influences people’s performance. Self-efficacy in reading comprehension is also called reading self-efficacy. The objective of this study is the researcher wants to know the correlation between self-efficacy and reading comprehension achievement of the eleventh grade Senior high School student. This study uses correlation quantitative research as a research design. The participant of the research was 179 students of eleventh grade of senior high school students in Indonesia. The instruments used were the reading test and self-efficacy questionnaire. For the reading test, the researcher adopted from TOEFL for Junior. Then, for self-efficacy questionnaire, the researcher adapted from MSLQ. The result showed that there was a very low correlation between self-efficacy and reading comprehension with a significance value was .020 and coefficient correlation of .174.]]>
<![CDATA[Improving Students’ Speaking Skill in Descriptive Text Using Mind Mapping Method at Seventh Grade Junior High School ]]>
<![CDATA[Darussalam, Gilang Manik]]>;
<![CDATA[Ningrum, Ary Setya Budhi]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri ]]>
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DOI: 10.30762/ireell.v1i1.1100
<![CDATA[Speaking is one of the English language skills that must be mastered by students where there are students who can express their opinions, ideas and understanding in capturing the material presented by the teacher. There are several methods used to improve students' English speaking skills, this time the researcher used the mind map method. The focus of this research is to improve students' speaking ability in English descriptive text. This method is implemented to the research subjects of class VII students of MTs Raudlatuth Thalabah Kediri. The research method uses classroom action research and the data collection starts from student observations, pre-test, and post-test. Based on the results of the findings, the researchers found that the development of students' speaking skills from each test result that had been presented with the explanation of the last post-test data as follows, the lowest score of students in the second cycle post-test was 60.00 and the highest score was 90.00 then the class average value in the second cycle post-test was 78.1481 so that this study resulted in that this mind map method succeeded in improving students' English speaking skills even though some researchers found obstacles in the research process.]]>
<![CDATA[The Students' Perceptions of Practicing Speaking Skill By Using British Council Website ]]>
<![CDATA[Ali, Aprilia Anggraini]]>;
<![CDATA[Palupi, Ica Catur]]>;
<![CDATA[Aini, Nurul]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 2 (2023): October 2023, Indonesian Review of English Education, Linguistics, and Literatu ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri ]]>
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DOI: 10.30762/ireell.v1i2.1311
<![CDATA[This study aims to determine the perception of the use of the British Council website. This study uses quantitative methods and the research participants were 20 students in the 6th semester of the English Education Program at IAIN KEDIRI with twenty one statements concerning how they felt about using British Council Website to practice their English language skills. The data were collected through a questionnaire distributed to students using Google Forms. The highest point of those questionnaires was students “Agree” that British Council Website helps them practice in speaking. While the lowest point of questionnaires was “Disagree”. They can improve their speaking skill by noting important details in their notebook when they watch videos on the British Council Website. In addition, the finding shows that British Council website is effective to help teacher in delivering material and boosting the students’ motivation to speak. In conclusion, many students agree that the British Council website can help students with their problems in learning English.]]>
<![CDATA[The Effects of Teacher Believes and Practice on Students’ Achievement of English Language Teaching ]]>
<![CDATA[Husaini, Rizqi]]>;
<![CDATA[Prasetiyowati, Eni]]>
<![CDATA[ IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri ]]>
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DOI: 10.30762/ireell.v1i1.1414
<![CDATA[Teachers’ beliefs are important for understanding and improving educational process. This is important because teachers believe is a guideline for the teacher to conduct or make the strategy in teaching learning process. It can shape learner’s learning environment, their motivation, and their learning achievement. The aims of this research to describe about what teachers believe about learning the language, whether there is a similarity between the teachers with other teachers. Secondly is about the influence from the teachers' beliefs about language learning with students' level of understanding of score taken either seen or directly to the confirmation on these students. And as a result, each teacher has a different understanding with other teachers. This is due to several factors other than the level of education is also on the material level and what is taught to students. Second, it also has an influence on the level of student understanding. Because teachers will use different approaches differ depending on what he believed and understood.]]>
