iRecall Journal
iRecall Journal: An Indonesian Journal for Language Learning and Teaching is a biannual peer-reviewed publication on language education attracting an international audience (Online ISSN 3025-938X). It accepts empirical research, book reviews, and conceptual papers. Based in Jombang, Indonesia, this multilingual journal addresses the most critical issues in language teaching and learning. The journal aim is to publish high-quality original research articles, conceptualizations, and reviews on pedagogy, curriculum, policy, and technology relevant to language learning and teaching. Example themes of this journal include: - Language Education - Language Teacher Education - Language Planning and Policy - Language Shadow Education - Applied Linguistics - Technology in Language Education - Global English - Related themes
Articles
23 Documents
<![CDATA[Islam and English language teaching: A critical literature review: Research Article ]]>
<![CDATA[Yanda, Fikri]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/zd6fy302
<![CDATA[Islam is one of the religions, after Christianity, which has been extensively discussed in terms of its connection with English language teaching. However, exploration on this is still needed to be undertaken, that not much context is discussed. This critical literature review examines how the little research on Islam and English language education has tried to overcome the challenges to discover new insights. 32 texts from 1996 to 2020 were used to explore how Islam encounters English language teaching (ELT). The analysis revealed a number of key themes within the discourses of Islam and ELT. Moving forward, we recommend that additional initiatives –further exploration of Islam-ELT relation– should be undertaken for further development.]]>
<![CDATA[تحليل المواد التعليمية في كتاب اللغة العربية لمحمد إلياس مطبعة وزارة الشؤون الدينية على أساس نظرية وليام فرنجيس ماجكي للصف العاشر بالمدرسة الثانوية الإسلامية: Research Article ]]>
<![CDATA[Sihabuddin]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/4vtwbs29
<![CDATA[Teaching materials are textbooks that consist of structured material, making it easier for students to understand the material under the guidance of the teacher in using the achieved language or Arabic both in writing and orally. With teaching materials, students are expected to be able to learn in the classroom and outside the classroom. And the material motivates students to think about everything that is not yet known. As we know that teaching materials vary with different curricula. The objectives of this study are : 1) Knowing the teaching materials in Arabic books by Mohammad Ilyas printed by the Ministry of Religion in grade 10 Madrasah Aliyah Negeri 2 Kediri, 2) Knowing the Analysis of Teaching Materials in Arabic books by Mohammad Ilyas printed by the Ministry of Religion with William Francis Theory Mackey in grade 10 Madrasah Aliyah. The result of this study is that the selection of material is not in accordance with the theory of William Francis Mackey because there are no teacher guidelines and core competencies. On the gradation of material according to the theory of William Francis Mackey on grouping and sorting, on the grouping of material according to students' daily activities and the sorting of material is appropriate. The delivery of the material is in accordance with William Francis Mackey's theory because it includes differential procedures, authentic procedures, pictoral procedures, and contextual procedures. And the repetition of material is in accordance with William Francis Mackey theory because there is already repetition (sharpening of material) in listening skills, speaking skills, reading skills, writing skills, vocabulary and arabic grammar.]]>
<![CDATA[Initial language teacher education: Book review ]]>
<![CDATA[Yanda, Fikri]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/sy7wg319
<![CDATA[Within the last three decades, the discipline of initial language teacher education has undergone what is called as the Sociocultural Turn (Johnson, 2006). This shift necessitates considering teacher learning and professional development as a situated social and individual that is facilitated by opportunities for new teachers to acquire the mediational skills required to fully engage in teaching-focused communities of practice. At the practical level, much of what takes place in teacher education classrooms still follows traditional models that emphasize passing on to teacher candidates either pre-existing theories or pre-existing practices for teaching languages. Initial Language Teacher Education by Gabriel Díaz Maggioli, an academic advisor to the Institute of Education at Universidad ORT Uruguay, South America; the vice president of IATEFL, and an active member and contributor of TESOL International Association, describes the long process of becoming a language teacher. To Maggioli, this process includes a much more active and interactive attempt in which different levels of expertise are served. Through reciprocal, intentional scaffolds, the novice teachers are empowered to be able to practice theory while also theorizing practice.]]>
<![CDATA[The use of crossword puzzle to improve vocabulary mastery (an experimental study at Ban Chokok school Thailand): Research Article ]]>
<![CDATA[Pohloh, Adeela]]>;
<![CDATA[Ma'rifatulloh, Sayid]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/m12a6e10
<![CDATA[The objective of the research is to prove whether the use of crossword puzzle to improve vocabulary mastery. This pre-experimental study uses 24 students as a sample. They are grade VII of Ban chokok school. The procedure of this research consists of pretest, posttest. The result of the analysis shows that crossword puzzle to improve vocabulary mastery contributes greatly to increase the students’ vocabulary.The Researcher gave a pretest to students from 22 February 2022 until 28 February 2022. This is done before providing treatment to them. It is very important to measure students' skills in vocabulary. Pretest results are presented. The researcher administered post-test to was conducted after giving treatment to the students that presented It can be seen by the difference in the mean score between pre-test and post-test. The mean score of pre-test is 60 while in the post-test increases up to 100. Vocabulary has played an important role in mastering a language. It is believed that the more vocabulary mastered by students, the easier they are to develop the four language skills, i.e., listening, speaking, reading, and writing that vocabulary is an integrated part of a language. It is believed that the increase of a learner's vocabulary will affect better speaking and writing. Besides, their researches shows that the results of speaking and writing tests tend to increase. In short, vocabulary is the main core of language skills that provide the basis for how students use the language.]]>
<![CDATA[Exploring AFL teachers’ experiences in teaching Arabic vocabulary: Reserch Article ]]>
<![CDATA[Akmalia, Frida]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/zjydyc50
<![CDATA[The extent of one's vocabulary and the depth of one's knowledge of a term are two of the most important factors in one's command of the language. The focus of this study is on the vocabulary-teaching practices of Arabic as a Foreign Language (AFL) teachers. Narrative inquiry is used in this study to provide insight on the challenges faced by AFL teacher, the strategies, and the evaluations when seeking to instruct their students in Arabic vocabulary. Several AFL teachers use singing and role-play strategies to introduce students to Arabic vocabulary. Using a number of applications and google form media, teachers can administer puzzle games as a means of assessing their students' knowledge.]]>
<![CDATA[Cognitive linguistics and religious language an introduction: Book Review ]]>
<![CDATA[Laila Zulfa, Yunita]]>;
<![CDATA[Akmalia, Frida]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/irecall.v1i01.9
<![CDATA[Since the emergence of modern humans, religion has become one of the basic human frameworks to determine the position of humanity in the world (Rossano, 2006). There are many ways to investigate religious behavior and thought. One of them is using language as the key approach because it is the center of religious behavior in terms of interaction with supernatural agents, theological rationalization, normative discourse, or rituals (Downes, 2011). For example, the verse on light taken from the Qur'an (24:35), describes a Muslim's experience of divinity, which may be difficult to articulate. But with the right language, this can be an intermediary for humans to understand it. Language is the most detailed window that can be used to know how people think. However, sometimes individuals cannot explain the mental models and cognitive patterns of the language they use, so there is a sub-field in language called Cognitive Linguistics to describe it. This book is intended to serve as an introduction to the current research of cognitive linguistics in religious languages as well as to explain how cognitive linguistic approaches are being used in the study of modern religious languages.]]>
<![CDATA[استعجال تعلم اللغة العربية: منظور المجتمع الإندونيسي : Research Article ]]>
<![CDATA[Laila Zulfa, Yunita]]>
<![CDATA[ IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/3pfyn832
<![CDATA[تهدف هذه الدراسة إلى مناقشة تعلم اللغة العربية وفقًا للمجتمع الإندونيسي. تكشف هذه الدراسة عن الظواهر في مجال تعلم اللغة العربية. تعتبر اللغة أداة قوية للدخول في جوانب مختلفة ، ولكن إذا تم دراسة اللغة العربية فقط لاستكشاف جانب واحد ، فسيصبح هذا شيئًا يتم عرضه بحيث يرغب الباحث في الكشف عن تعلم اللغة العربية في المجتمع الإندونيسي بحيث يمكن أن يكون مادة مرجعية سواء كان هناك هي الأشياء التي تحتاج إلى تحسين من خلال تعلم اللغة العربية في إندونيسيا. طريقة البحث المستخدمة هي طريقة المسح مع التحليل النوعي. أظهرت النتائج أن تعلم اللغة العربية وفقًا للمجتمع الإندونيسي يركز بشكل أكبر على استكشاف الإسلام. يتم بث هذا كثيرًا لأن هناك فوائد أخرى لا يدركها الإندونيسيون من خلال تعلم اللغة العربية.]]>
<![CDATA[Professional development through teacher research: stories from language teacher educators ]]>
<![CDATA[Yanda, Fikri]]>
<![CDATA[ IRecall Journal Vol. 2 No. 01 (2024): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/5trynf49
<![CDATA[There is not enough information on the becoming and the professional development of language teacher educators as teachers of teachers. One way for teacher educator professional development is through teacher research. Here, teacher educators may not only enhance their practices immediately in their context but also assist in building transformative pedagogies in larger contexts by sharing their academic work. Professional Development through Teacher Research: Stories from Language Teacher Educators, edited by Darío Luis Banegas, Emily Edwards, and Luis S. Villacañas de Castro, seeks to comprehend how language teacher educators worldwide carry on developing professionally by investigating their personal teaching practices. The book aims to comprehend the benefits to students’ (future teachers) professional development that teacher educators see in undertaking research; to advance knowledge democratization by involving teacher educators from disadvantaged regions like Latin America and Africa; to investigate the motivations of language teacher educators in writing for publication; and to bridge the gap between educational practice and educational research in the programs of BA and MA in language education.]]>
<![CDATA[Implementing Kurikulum Merdeka (The Independent Curriculum) in the teaching of English in Indonesia: a critical literature review ]]>
<![CDATA[Abidin, M. Zaenal]]>;
<![CDATA[Malisa, Malisa]]>
<![CDATA[ IRecall Journal Vol. 2 No. 01 (2024): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/peaym916
<![CDATA[Numerous of recent studies indicate strong improvement of the implementation of Kurikulum Merdeka (The independent curriculum), primarily by showing numerical data and claiming that it was relevant to the globalized world, and it has improved. However, few researchers potraying the different results to different areas to English Language Teaching (ELT). This study is meant to fill this gap and address the representation of English outcomes through documentation as well as to figure out the process of its implementation. It focuses on theories, curriculum, implementations, and results in ELT. This research is literature study research. The analysis results are then used to know (1) representation of different results in the English language (2) Knowing the implementation process of the independent curriculum in ELT. The results showed that numerous distinct outcomes of the independent curriculum mostly happen in less representative area either in western or eastern Indonesia. Further, the implementations of the independent curriculum indicate strong revitalization need to the student and schools. As the conclusion, the implementations of the independent curriculum sparked the teachers’ readiness as well as revitalization based on students’ need before implementing the independent curriculum.]]>
<![CDATA[Exploring motion concepts to images as multimodal factors in nonverbal language ]]>
<![CDATA[Agustina Kusuma Dewi]]>;
<![CDATA[Levita Dwinaya]]>
<![CDATA[ IRecall Journal Vol. 2 No. 01 (2024): iRecall Journal: An Indonesian Journal for Language Learning and Teaching ]]>
Publisher : <![CDATA[Indonesian Reseacher for Language Learning and Teaching ]]>
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DOI: 10.64908/yvw6z266
<![CDATA[The scarcity of research concerning the incorporation of motion as a modality within non-verbal language imagery has posed challenges in establishing comprehensive measures for evaluating the reliability of its application in content construction. In an effort to pinpoint the factors associated with the implementation of the motion concept in images, the authors undertook a series of pre-experimental research stages. Several data sets subjected to analysis were generated through pre-experimental studies, involving the formulation of questionnaire instruments employing convenience sampling techniques. The outcomes underwent significance testing utilizing Chi-Square and Single Factor analysis. Nevertheless, when delving into the application of the Motion Concept within images, certain aspects have yet to be taken into consideration. Specifically, the utilization of Stimuli and Novelty Intensity factors to shape visual elements, as well as the integration of quasi-experimental research employing more robust sampling techniques, merit attention. Additionally, the impact of cultural modalities on the application of motion concepts to imagery as one of multimodal factor in nonverbal language; necessitates further exploration and evaluation.]]>
